COLLEGE OF THE DESERT

Transcription

1 COLLEGE OF THE DESERT Planning and Institutional Effectiveness (PIE) Handbook April 2011 Planning IE Process (Rev: 12/08, 6/09, 8/12/09, 8/25/09, 9/4/09, 9/10/09, 9/14/09, 9/22/09, 10/26/09, 10/29/09, 01/05/2010, 01/07/2010, 2/17/2010, 2/26/2010, 3/02/2010, 4/01/2010, 5/19/2010, 09/29/2010, 09/30/2010, 10/22/2010, 11/18/2010, 11/19/2010, 11/23/2010, 04/18/2011) Page 1 of 113

2 THIS PAGE INTENTIONALLY LEFT BLANK FOR PRINTING PURPOSES Planning IE Process (Rev: 12/08, 6/09, 8/12/09, 8/25/09, 9/4/09, 9/10/09, 9/14/09, 9/22/09, 10/26/09, 10/29/09, 01/05/2010, 01/07/2010, 2/17/2010, 2/26/2010, 3/02/2010, 4/01/2010, 5/19/2010, 09/29/2010, 09/30/2010, 10/22/2010, 11/18/2010, 11/19/2010, 11/23/2010, 04/18/2011) Page 2 of 113

3 College of the Desert PIE Handbook Table of Contents I. INTRODUCTION...5 II. THE PLANNING PROCESS...7 III. COLLEGE STRATEGIC PLAN IV. ACADEMIC CALENDAR V. APPENDIX A - PLANNING ASSUMPTIONS VI. APPENDIX B PLANNING DEFINITIONS VII. APPENDIX C ALLOCATION OF RESOURCES VIII. APPENDIX D - KEY PERFORMANCE INDICATORS, BENCHMARKS IX. APPENDIX E STRATEGIC PLANNING FORM (GOALS, OBJECTIVES, ACTION PLANS, ASSESSMENT) X. APPENDIX F PROGRAM REVIEW ANNUAL UPDATE ACADEMIC PROGRAM REVIEW UPDATE WORKSHEET 45 ACADEMIC PROGRAM REVIEW UPDATE FORM - <PROGRAM NAME> 46 ACADEMIC PROGRAM REVIEW UPDATE SAMPLE 50 STUDENT AFFAIRS PROGRAM REVIEW UPDATE WORKSHEET 54 STUDENT AFFAIRS PROGRAM REVIEW UPDATE FORM 55 SUPPORT SERVICES PROGRAM REVIEW ANNUAL UPDATE FORM 61 XI. APPENDIX G ANNUAL PLAN PROGRESS REPORT FORM XII. APPENDIX H 5-YR PROGRAM REVIEW - ACADEMIC XIII. APPENDIX I 5-YEAR PROGRAM REVIEW STUDENT AFFAIRS XIV. APPENDIX J 5-YEAR PROGRAM REVIEW SUPPORT SERVICES XV. APPENDIX K PROGRAM REVIEW SCHEDULES XVI. APPENDIX L SUMMARY - INSTITUTIONAL EFFECTIVENESS PROCESS Planning IE Process (Rev: 12/08, 6/09, 8/12/09, 8/25/09, 9/4/09, 9/10/09, 9/14/09, 9/22/09, 10/26/09, 10/29/09, 01/05/2010, 01/07/2010, 2/17/2010, 2/26/2010, 3/02/2010, 4/01/2010, 5/19/2010, 09/29/2010, 09/30/2010, 10/22/2010, 11/18/2010, 11/19/2010, 11/23/2010, 04/18/2011) Page 3 of 113

4 THIS PAGE INTENTIONALLY LEFT BLANK FOR PRINTING PURPOSES Planning IE Process (Rev: 12/08, 6/09, 8/12/09, 8/25/09, 9/4/09, 9/10/09, 9/14/09, 9/22/09, 10/26/09, 10/29/09, 01/05/2010, 01/07/2010, 2/17/2010, 2/26/2010, 3/02/2010, 4/01/2010, 5/19/2010, 09/29/2010, 09/30/2010, 10/22/2010, 11/18/2010, 11/19/2010, 11/23/2010, 04/18/2011) Page 4 of 113

5 I. INTRODUCTION Planning is generally defined as a set of actions and decisions made which lead to the development of strategies and the implementation of activities to help the college accomplish its adopted mission. Planning provides a venue to allocate resources, adapt to changes in the environment, and coordinate activities leading to fulfilling the vision, mission and goals. The institutional effectiveness standard for accreditation requires a planning process that uses the results of evaluations in the planning of activities designed to accomplish the college mission. The annual process utilizes the college s core functional planning documents the Educational Master Plan, the Resources (Finance, Human Resources and Technology Plans) & Facilities Master Plan, College-wide goals, objectives, and success factors (aka benchmarks, key performance Indicators (Appendix B)). The specific purposes of an annual plan are: To establish a relationship between the long-range strategic plan and the chosen annual goals and strategies of the college To provide a linkage between the strategic plan, unit planning and budgeting To provide a basis for assessment of institutional progress in a fiscal year To establish and maintain an effective institution To guide the work of the institution Background The college s strategic planning process builds upon the 2003 Education and Facilities Master Plans created by an outside consultant. During 2004 and 2005, several interim processes were developed that guided the college toward master planning. In 2006, a Strategic Educational Master Plan Process Committee (SEMPPC) began developing a process to create a current strategic master plan. In 2007, SEMPPC became the Planning Council charged with creating a current strategic plan. The Planning Council is a collegial consultation committee comprised of all employee groups, Academic Senate and Leadership. A consultant was engaged to assist the college in completing and implementing a new strategic education master plan, and a draft was Planning IE Process (Rev: 12/08, 6/09, 8/12/09, 8/25/09, 9/4/09, 9/10/09, 9/14/09, 9/22/09, 10/26/09, 10/29/09, 01/05/2010, 01/07/2010, 2/17/2010, 2/26/2010, 3/02/2010, 4/01/2010, 5/19/2010, 09/29/2010, 09/30/2010, 10/22/2010, 11/18/2010, 11/19/2010, 11/23/2010, 04/18/2011) Page 5 of 113

6 complete by the end of the spring semester By the end of the fall semester, FY08-09, the draft plan had been finalized into Version 2. In preparing for FY08-09, the Planning Council developed a priority process for allocating funds based upon the new vision and mission statements, goals, objectives and outcomes assessment. On January 1, 2009, the College Council merged with the Planning Council into one senior planning and decision-making council, College Planning Council (CPC). For FY09-10, the College Planning Council revised the templates for Unit Plans that establish goals, strategies, action plans, and outcomes using program reviews for both academic and support services. Institutional Effectiveness Institutional Effectiveness is defined as the extent to which an institution achieves its mission and goals. The College s institutional effectiveness process is an on-going, college-wide process of planning and outcomes assessment for the purpose of documenting that the college is achieving its mission and goals and continuously improving its programs and services. At the unit level, the process includes 1) developing a unit purpose or mission statement and annual objectives/action plans and/or student learning outcomes to support the college s mission and goals, 2) developing procedures/assessment methods and criteria for measuring the success of the unit s objectives/action plans/learning outcomes and 3) documenting the results to show that the unit is continuously improving its programs and/or services. The process is a continuous planning-implementing-improving cycle that is applied at every level of the college. College of the Desert takes seriously its commitment to student success, achievement and quality in every aspect of the institution. COD assesses its effectiveness for accountability purposes to the public, the state legislature and various accrediting agencies. The Accrediting Commission of Community and Junior Colleges (ACCJC) requires that colleges have an on-going, institution-wide planning and evaluation process that results in continuing improvement and demonstrates the college is effectively accomplishing its mission. COD s institutional effectiveness process is designed to capture, organize and report evidence that complies with this requirement. Assessing institutional effectiveness is a cyclical process. An illustration of this cycle is shown in Figure 2, page 10. However, the events are more dynamic than can be portrayed with boxes and circles and do not always occur in as orderly a fashion as depicted. It is recognized that planning and assessment take place in countless encounters, discussions, and meetings during the ordinary workday and throughout the year. Using information to make decisions is Planning IE Process (Rev: 12/08, 6/09, 8/12/09, 8/25/09, 9/4/09, 9/10/09, 9/14/09, 9/22/09, 10/26/09, 10/29/09, 01/05/2010, 01/07/2010, 2/17/2010, 2/26/2010, 3/02/2010, 4/01/2010, 5/19/2010, 09/29/2010, 09/30/2010, 10/22/2010, 11/18/2010, 11/19/2010, 11/23/2010, 04/18/2011) Page 6 of 113

7 continuous. Nevertheless, a formal cycle is required primarily to capture, organize, synthesize, and document the results of these on-going exchanges. II. THE PLANNING PROCESS Planning is the process by which the college accomplishes its mission. The institutional mission provides the impetus for achieving student learning and other goals that the institution endeavors to accomplish. Planning occurs and benefits everyone at all levels within the college, from the smallest unit to the college as a whole. Through the planning process, units examine where they are now, think about where they want to be or how they can be improved, and then create a plan for how to get from where they are to where they want to be. College of the Desert uses a bottom-up approach to planning organized around four levels of planning. The first level is the program. Programs can be disciplines within a division, such as Accounting in the Applied Sciences and Business Division, or they can be offices or programs within a unit, such as the Financial Aid Office within Admissions and Registration unit, or Maintenance and Operations within the Facilities unit. The next level of planning is the unit examples are instructional divisions, Admissions & Records or Information Systems. Generally, several programs will make up a unit, especially in the case of divisions such as Social Sciences or Communication, each of which contain several programs; however, it is possible that a unit may consist of only one program, especially in the areas outside Academic Affairs. For example, the Public Information Office contains only public information. Such exceptions aside, the plans developed at the unit level are based upon the plans developed by the programs that make up the unit. The third level of planning is the area, of which the college has four: Academic Affairs, Student Affairs, Business Affairs (now contains Human Resources), and the President s Office. The plans developed at the area level are based upon, build upon and include the plans of the units that make up that area. The fourth and largest planning area is the entire college. The college level plan is developed by the College Planning Council and its task forces. It uses the program/unit/area level plans to develop the overall goals of the college. Figure 1 (see next page) displays how the college is organized into programs, units, and areas. Planning IE Process (Rev: 12/08, 6/09, 8/12/09, 8/25/09, 9/4/09, 9/10/09, 9/14/09, 9/22/09, 10/26/09, 10/29/09, 01/05/2010, 01/07/2010, 2/17/2010, 2/26/2010, 3/02/2010, 4/01/2010, 5/19/2010, 09/29/2010, 09/30/2010, 10/22/2010, 11/18/2010, 11/19/2010, 11/23/2010, 04/18/2011) Page 7 of 113

8 Figure 1 - College of the Desert Planning Chart Academic Affairs (Area) UNIT VP Office Business, Technical and Workforce Education Liberal Arts & Sciences Nursing, ECE, Physical Education & Athletics Library, Distance Learning & Off-Campus Programs PROGRAMS Administration of Justice, Agriculture, Air Cond/HVAC, Architecture / Environmental Design, Architectural Technology, Building Inspection, Construction Management, Automotive, Business & Hospitality, Culinary Arts, Digital Design, Drafting / CAD, Work Experience, Tech Prep, PaCE, BTWE Div. Office Speech, Mass Communication, Literature, Journalism, Foreign Languages, English as Second Language, Adult Basic Education & Non-Credit ESL, Comm. Office Math, Chemistry, Geology, Physics, Physical Sciences, Biological Sciences, MASC Office Art, Liberal Arts, Anthropology, Geography, History, Philosophy, Political Science, Psychology, Social Science, Sociology, Theatre Arts, Dance, Music, SSAR Office Home Health Aide, Nursing Assistant, Emergency Medical Technician, Registered Nursing, Vocational Nursing, Early Childhood Education, HS ECE Div. Office Physical Education, Recreation, Athletics, P.E./Athl. Div. Office Library, EVC, MTC, etc. Student Affairs (Area) UNIT VP Office Enrollment Services Support Programs and Services Student Health and Disability Services UNIT VP Office Business Services Facilities Fiscal Services Auxiliary Services PROGRAMS Admission & Records, Financial Aid, Veterans Services, CAL Works, Enrollment Dept. Office Academic Skills Center, Counseling Center, Career Center, EOPS/CARE, International Education, Student Activities, Transfer Center, TRIO, ACES, Upward Bound, Tutoring Center DSPS, Student Health Center, Student Psych Services, SHDS Dep. Office Business Affairs (Area) Human Resources Security PROGRAMS Purchasing, Printing, Inventory, Custodial, Grounds, Construction & Design, Maintenance Accounting, Budget, Accounts Payable, Accounts Receivable, Contracts, Payroll, Insurance Bookstore, Food Service, Desert Golf Range Recruiting, Staff Development, Personnel Records, Emergency Preparedness UNIT President Office Information Technology & Institutional Research Institutional Effectiveness & Public Information Office President (Area) PROGRAMS Executive Assistant, Board of Trustees Admin Assistant Help Desk, Datatel, The Learning Center, Voice Services, Educational Technologies, Faculty Services, Campus , Research, Planning Institutional Effectiveness, Public Relations, Marketing, Advertising, Publications Page 8 of 113

9 Not only does planning focus the activities of the program/unit/area to achieve its goals, it also lets all other units of the college, especially those in the same area, know about the goals on which each program, unit or area intends to work. Thus planning improves the efficiency with which the college functions and avoids conflicting goals among college offices. It also helps individuals make better-informed decisions about allocation of resources and the future of the college. Lastly, planning helps the college meet accountability mandates set by the Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges (WASC). In its simplest form, planning consists of three phases: 1) develop a plan, 2) implement the plan and 3) evaluate the results of the plan implementation in preparation of the next plan. Planning is sometimes confused with being a process to request new resources such as budget increases, new personnel, new equipment or additional space. Planning should not always result in increasing expenditures. Other products of planning include re-allocating resources, improving efficiency and effectiveness, creating strategies to think outside the box and business process re-engineering. Most planning forms do provide an opportunity to request additional resources to accomplish a particular goal; therefore, planning is indeed linked to budgeting. Most of this linkage occurs through the decision of where to re-allocate the existing resources of the program, unit, area, or college to achieve the goals it has set for itself. For example, when a unit decides to request resources to attend a conference to further a goal of staff development, the decision has linked the planned goal to the budget. However, often new resources are requested to accomplish a goal. In those cases there are specific processes by which the requests compete with other requests for the limited new resources available to the college. These processes vary depending upon the kind of resource requested (personnel, equipment, etc.) and are described in Appendix C. At this juncture, it is important to distinguish between bottom-up planning and top-down goals. For example, college-wide goals drive area goals; area goals drive unit goals, and unit goals drive program goals. Each level of planning assists the respective program, unit, area and college to achieve its vision, mission, and global goals. Whereas, the bottom-up plans are a compilation of goals by level. Each level plan comprises the plans of the levels beginning at the Program level. Flow of Planning Process and Documents See Figure 2 (page 10) for an overview of the planning and budgeting process at COD. The figure shows that the planning process is ongoing with program plans providing the input for Page 9 of 113

10 unit plans that are used to build area plans culminating in the institutional plan. The following shows how the parts of the planning process fit together: Institutional goals are developed and updated by the President and CPC from SWOT analysis, outcomes and assessments from area plans. Objectives, action plans and key performance indicators are developed from these goals. Institutional goals are often cross-functional and assigned to multiple areas for accomplishment/achievement. Using Program Reviews, each program/unit/area prepares its goals, objectives, action plans, KPIs, outcomes and assessment, including any assigned institutional goals. Area managers, in collaboration/discussion/dialog with faculty/staff/etc. in their area, prioritize plans and submit them to College Planning Council. (draft statement) College Planning Council reviews, analyzes plans to compare and integrate into master plan and prioritizes. Vice President Business Affairs forecasts available revenue; analyzes cost of requests. President reviews/approves; forwards to Board of Trustees. Program/Unit/Area managers measure outcomes and assessment; sustain continuous quality improvement. The pathway to funding requests is the same for every request, although not every request will find its way to being included in the budget, even those requests for which there is a strong need, such as replacement of faculty or classified employees. Process Summarized Development of College wide Goals 1. President along with College Planning Council develops goals from Strategic Plan and program/unit/area goals (bottom-up & top-down process) 2. College Planning Council will assign goals to programs/units/areas to complete 3. Assigned parties should make goals part of their area/unit/program goals 4. Develop action plans to accomplish objectives and success factors 5. Complete Planning Proposal Form 6. Programs/units/areas will report progress three times per year using Annual Plan Progress Report Form initial, mid-year, and final. (See Appendix G) Development of Program Goals (Examples: Math, English, Business, M&O, DSPS) 1. An approved program/unit/area/college plan must be approved and in place that documents the funding request Page 10 of 113

11 2. Develop goals from program review, college-wide goals, area goals, unit goals and functional responsibility 3. Develop objectives, action plans, resource needs, and assessments 4. Collaborate with other programs, units, areas 5. Complete Planning Form 6. Submit to Unit administrator, i.e., Division Dean, Director Development of Unit Goals (Examples: Deans, Directors) 1. Develop goals from program review, college-wide goals, area goals, unit goals and functional responsibility 2. Develop objectives, action plans, resource needs, and assessments 3. Collaborate with other units, areas 4. Complete Planning Form 5. Submit to Area administrator, i.e., Vice Presidents and President Development of Area Goals (Examples: Vice Presidents, President) 1. Develop goals from program review, college-wide goals, unit goals and functional responsibility 2. Develop objectives, action plans, resource needs, and assessments 3. Collaborate with other areas and President 4. Complete Planning Form 5. Submit to President President s Role 1. With College Planning Council and Board of Trustees, develop college-wide goals from program review, college-wide goals, area goals, unit goals and functional responsibility for next fiscal year. 2. With College Planning Council develop college-wide objectives and make assignments to appropriate area to carry out. 3. Assemble plans. 4. Analyze from holistic and global perspective. 5. Make modifications if necessary (consult with area/unit/program prior to changing.) 6. Submit to College Planning Council. College Planning Council s Role 1. Review and validate functional and operational plan match with strategic plan. 2. Review Planning Forms. 3. Rank proposals. Page 11 of 113

12 4. Submit to President. President Approval 1. Affirms or modifies College Planning Council recommendation. 2. If modify, consult with CPC on reasons. 3. Submit to Vice President Business Affairs for budget development. 4. Submit Tentative Budget to Trustees in June. 5. Submit Adopted Budget to Trustees in September. Trustee s Approval 1. Review Strategic Master Plan. 2. Review and discuss Tentative and Adopted Budget. 3. Approve Budget. FIGURE 2 Assessment and CQI; SWOT Program Review Board of Trustees Approval Program, Unit & Area Plans Budget Review and Approval Goals, Ojbectives, KPIs Mission Vision Area VP Prioritization President Reviews and Approval CPC Prioritization CPC Recommendation Page 12 of 113

13 Annual Planning Process PLEASE NOTE: This planning process is intended to respond to program review goals and the goals and objectives 1 announced by the President for this year. The latter items are intended to achieve progress toward goals set in the Strategic Education Master Plan approved by the Board of Trustees. While identifying and prioritizing needs are important parts of this planning process, the primary intent is to make progress on meeting goals. The aims of the planning process are the following: To enhance learning among COD students; To create a collegial process of idea generation, refinement and accountability; To be open and transparent; To be accountable for our ideas; To be campus-wide in our thinking. 1. College-wide goals and objectives will be developed by the end of the spring semester and announced by the President during Fall Flex. Each area/unit/program should also develop goals and objectives for their respective functions as well as achieving the collegewide goals. 2. Goals, Objectives, Action Plans, Assessment. By the 1 st of December, all areas/units 2 of the college should have met, planned and developed a set of goals, objectives, benchmarks/key performance indicators, outcomes and assessment for the year. This should be a collegial process involving FT and adjunct faculty, staff, and deans or area leaders 3. Using the planning form in Appendix E, plans include any actions you would like to make that: Address goals and objectives for the year, or Address program review recommendations Objectives may require new resources (staff, equipment, materials, or facilities, etc.). However, you should also include actions that can be achieved with existing resources. Our aim is to make progress on goals, objectives and program review recommendations, not just identify needs. 3. Planning Proposals. A planning proposal is a formal presentation of the plan and resources needed to achieve goals and objectives.. A proposal could originate from the college/district, from a division (e.g. for a resource needed by the division as a whole), from a discipline (e.g. Spanish, Football, DDP), or a department (e.g. EOPS, M&O) etc. 1 For this process we are adopting terminology used in the new Strategic Master Plan. Goals here are long term efforts; objectives are more discrete steps necessary to achieve the goals. 2 Program/Unit/Area/College are generic terms for any organizational component in the college. See Appendix A for planning definitions. 3 Any program/unit with a dean should work with him/her. Areas with no deans (e.g. M&O) will work with their VPs or with the appropriate area leader identified by the VP. Page 13 of 113

14 4. From September through February areas/units will develop planning proposals. Due dates below are midnight of the given date unless due date falls on a weekend or holiday, then the due date becomes the next business day. Late forms and proposals will not be accepted. Please use the following steps: September: Forms and instructions may be downloaded from the CPC Portal Site: December 1: Deans and directors will all Planning Forms to their respective area Vice President or President January 15: Vice Presidents will all Planning Forms to the President February 1: President will all Planning Forms to the Office of Research. The Research Office will post all Planning Forms on the CPC Portal Site and to be reviewed by any employee of the District. 5. Areas/units will be provided data necessary to complete their annual or five-year program review to accompany each proposal. The procedures for this will be announced by deans and area leaders, who are expected to facilitate this process. 6. During February and March, the CPC will review and prioritize all planning proposals. Any proposal that the CPC does not fully understand, will be returned to the contact person. A member of the CPC will work with the contact person to clarify any problems. 7. The CPC will approve a planning report that summarizes all proposals, a prioritized list of any new resources requested, and an estimate of what resources (including new faculty/staff) the District expects to fund in the coming year based on current budget information. 8. From April to May, members of the CPC will review progress on goals and objectives from the previous year and work with the President to identify objectives for the coming year. A report of this work will be posted on the CPC Portal Site. 9. October, the final faculty list will be completed. (Note: This list may be different from the prioritization list due to unexpected events like budget reductions, late retirements, etc. However, all changes will be announced and carefully explained.) 10. Please see next page for an annual planning cycle timeline. (IMPORTANT: Efforts should be made to include FT faculty, adjuncts, staff, and supervisors. Deans and area leaders are expected to coordinate this work and should assist with developing budgets or other technical aspects. We encourage that all people involved in this planning process work collaboratively and that divisions and departments come to consensus agreement on which proposals to submit and their priority within the area. However, if a dean or area leader feels that he/she cannot approve a proposal, he/she should discuss this with the person who initiated it. Anyone who feels that a dean or area leader has unfairly obstructed a proposal may appeal the decision to the appropriate Vice President. The Vice President s approval/disapproval of appeals must be reported to the person who initiated the appeal.) Timeline (see next page) Page 14 of 113

15 Figure 3 Page 15 of 113

16 Planning Forms There are two planning forms to be submitted annually: the Planning Form (Goals, Objectives, etc.) and the Annual Program Review Update. 1. Planning Form (Goals-Objectives-Action Plans-Resources-Assessment) (Appendix E) This form is to be used to record goals, objectives, action plans, resources needed and assessment methods. From program reviews, strategic master plan, college-wide goals and internal and external environmental scans, each dean, director, vice president and president will prepare goals, objectives, action plans and assessment that reflect the direction and operation of their specific area of responsibility. Where appropriate and applicable, include your goals and objectives that fulfill the college vision, mission, goals and objectives. Please list goals and objectives in priority and rank order on the form. For each goal, please complete the five questions at the bottom of the first page of this form. For the first question, you should provide a description that justifies your request you may attach up to 1 full page of documentation. 2. Annual Program Review Update (Appendix F) Our full program review cycle is five years, however many changes can and will occur within a five year period. In order to capture changes, both the Academic Senate and the administration have developed an annual program review update process. Appendix F contains the Annual Program Review Update forms for Academic programs, and Support Services programs. Each Planning Form must have an Annual Program Review Update attached if the program is in a five-year review for the plan year, that will suffice for the Plan, otherwise, please complete the Annual Program Review Update. Annual Plan Progress Report (Appendix G) Rather than waiting until the year ends to report on the progress of goals, objectives, action plans and assessment, for each goal, Appendix G contains the Annual Plan Progress Report to be used to report on the progress of your goals and objectives. This form only goes to the dean or vice president as appropriate. The dean and/or vice president will use the information from this form to report to College Planning Council on the progress and results. For college-wide goals and objectives, College Planning Council will assign responsibility to complete the goal/objective to the appropriate vice president(s) or president. For that specific assignment, the Annual Plan Progress Report form will be completed by the appropriate vice president and submitted directly to College Planning Council. Page 16 of 113

17 Academic Program Review 5-Year Template (Appendix H) Full program reviews are done once every five years in all academic programs. Figure 1 lists all the programs at College of the Desert. The academic program reviews are staggered so not all programs perform their full review in the same year. The Program Review Schedule is listed in Appendix J. Student Affairs Services Program Review 5-Year Template (Appendix I) Support Services Program Review 5-Year Template (Appendix J) Full program reviews are also done once every five years in all non-academic (i.e. Student Affairs and Support Services) programs. Again, Figure 1 lists all the programs of the college, and the full reviews are staggered throughout the institution. The Program Review Schedule is listed in Appendix K. III. COLLEGE STRATEGIC PLAN The combination of college institutional/area/unit/program goals, objectives, action plans, key performance indicators, along with the college budget, form the annual components of the College Strategic Plan. The strategic plan also has a longer range timeline, usually three to five years and contains information such as college characteristics, the strengths and weaknesses of the college, external opportunities and challenges, vision and mission. Other functional plans such as Facilities, Finance, Academic Affairs, Matriculation, Human Resources and Technology are also major components of the College Strategic Plan. The College Planning Council is responsible for writing, updating and implementing the College Strategic Plan. The Office of Planning, Research and Institutional Effectiveness guides the planning process and provides the data resources for strategic planning. The foundation of strategic planning is program review which is completed by all academic and non-academic programs/units/areas on campus. Program Review provides justification for goalsetting. Goals and objectives then drive the budget process to ensure that the college s resources are allocated consistently with the strategic plan. A. Program Review Program review is an extensive, in-depth self-examination and evaluation of the strengths and weaknesses of a program, and explains how well the program is meeting its mission. Program review sets goals and objectives to guide the program to better meet its mission and to improve the program. Full program reviews are done once every five years in all areas of campus activities; academic (Appendix H) and student services (Appendix I) and support Page 17 of 113

18 services (Appendix J). During the other years, programs complete a more brief annual update, which is part of their annual program planning (Appendix F). There is an extremely close relationship between program review and annual program planning. Annual program planning examines, modifies and updates the goals and objectives developed by the program review. Thus, it can be seen that program review is the basic core element of planning and that the annual planning process focuses on updating the program review plan and keeping it current. If a program has not yet concluded a program review, it is still obligated to complete a program plan because it provides necessary input for the unit plan. Therefore, until a program completes its first program review, it should do a less data intensive program plan and then annually update it. Requests for changes or additions to resources will only be considered for units having a current and updated program review on file. (See Appendix C on Resource Allocation) The College of the Desert Program Review Schedule is listed in Appendix K. B. Institutional Goals and Operational Goals = Master Plan The College s Master Plan is a consolidation of the institutional and operational goals, objectives and action plans. 1) The college wide institutional goals and objectives are developed annually by the College Planning Council and the President. The Council reviews the prior year s goals, deciding which have been completed and which need to be carried forward to the next year, and then reviews the Strategic Master Plan environmental scans for any external/internal SWOT (strengths, weaknesses, opportunities, and threats) that are college-wide. Goals are established and then objectives and key performance indicators are developed. College wide goals are those that require multiple units/programs to accomplish. The Council will assign responsibility for goal achievement to the appropriate unit/programs. Assignment and status reporting templates have been developed for Council s use. Status reports are due mid-fall, mid-spring and final at year-end. See Appendix G. 2) The second component uses goals, objectives, action plans from program, unit and area plans. These plans are usually called operational plans. Each unit/program is required to develop their own plans (goals, objectives and key performance indicators) much of which is derived from their program reviews. (NOTE: It is assumed that Program Review will be the plan for Academic Affairs. These become part of the College s annual Master Plan.) Page 18 of 113

19 The same Planning forms are used for each program/unit/area to prepare its plans. See Appendix E. Program forms are submitted to unit supervisor; unit forms are submitted to the area supervisor. The Vice President or President over the area will consolidate all forms and submit to College Planning Council. These plus any college-wide forms comprise the College s planning process and, when compiled, become the College Master Plan. C. Planning and Budgeting Earlier it was said that planning is not a process to request the allocation of additional resources. Yet we all know that institutional planning has an impact on the college budget because new resources are often sought as a means to accomplish goals and objectives with a plan. However, very little of the annual budget is discretionary which can be allocated to support new resources needed to implement plans. Who then decides how the college s limited resources are allocated? Following the two processes described above for building the master plan, program/unit/area managers decide where to allocate resources within their budget; College Planning Council decides where to allocate resources on college-wide goals. They may determine that additional resources are needed for staff rather than additional equipment or supplies, etc. Restricted funds or categorical funds are often dictated as to those funds can be expended, e.g. basic skills funds are allocated by the State Chancellor s Office to the college and on to the Basic Skills Committee. Currently, the College Planning Council makes recommendations about resource allocation to the President. The activities of the CPC can be summarized as follows: Every three years, review and update the College Strategic Plan Annually review the college-wide goals, objectives and key performance indicators; carry forward incomplete goals from the previous year or create new goals, objectives and key performance indicators Regularly engage in dialog regarding facts and issues related to strategic and annual planning. Receive and disseminate budget related information, including State budget updates Report to constituents on progress made on goals, objectives and key performance indicators each semester and a final report at year end. Report to constituents on progress made in the resources allocation process for new faculty, staff, new equipment and space allocation Page 19 of 113

20 Recommend the allocations of available discretionary funds for budget augmentations Provide a campus-wide forum for program review Bring a college-wide perspective in reviewing the fiscal aspects of implementing institutional and program/unit/area goals, objectives and key performance indicators and to discuss resource related issues such as: o Recommend alternative funding resources, such as matriculation or CTE. o Determine secondary effects resulting from the funding of a prioritized project and suggest solutions to the secondary effects o Recommend ways by which multi-year projects could obtain sustained resources for a multi-year effort; determine how to institutionalize before commitment to implement projects/plans o Engage in dialog concerning college wide issues that could have budgetary implications, including the development of a retrenchment plan for declining resources or when there are national or state economic downturns resulting in reduction of funding NOTE: The College Planning Council Handbook outlines the function and operation of the College Planning Council, which is the collegial consultation decision-making body at College of the Desert. D. Calendar for Planning The entire planning cycle takes four years. The cycle is: Year 1: District wide institutional goals, objectives and key performance indicators are developed. These district wide goals are developed from the planning process, area plans and consideration of the external environment in which the college operates. Year 2: Using the district wide goals, objectives and success factors as guides, programs develop their plans. Program plans become the basis on which unit plans are developed. The unit plans, in turn, form the basis on which area plans are developed. Various college programs conduct a program review (Instruction programs are on a five year cycle; non-instruction programs are on various cycles) instead of doing an annual program plan review. Year 3: The program, unit and area plans developed during year two are implemented. However, if the necessary resources are available, plans can be implemented in the same year they are developed, i.e., in the second year. Page 20 of 113

21 Year 4: The plans that are implemented during the third year are evaluated. During the first few years after the development of the planning process, the evaluation will consist of only identifying which goals and objectives have been completed, and which are ongoing, placed on hold, or abandoned. After a couple of years, and when the planning process has become institutionalized, the evaluations should become more elaborate and should assess the degree to which plans have achieved their goals/objectives and the impact of the unit as a consequence of goal attainment. The four-year cyclical nature to planning at COD would seem to imply that the college develops plans only once every four years. However, four years between developing new plans for programs, units and areas are too long in today s rapidly changing society. The solution is to restart a four-year planning cycle every year so that at the end of the first four years, there are four sets of plans, each of which is at one of the four planning steps. Even though programs, units and areas have annual plans, many goals take several years to be accomplished. Therefore these plans will usually contain the goals and objectives from prior years, often with strategies changing and evolving as progress has been made on the goals. See Figure 4 for an illustration of this four-year four-track concept for year through Figure 4 Activity Institutional Goals, Action Strategies and KPI Goals Goals Goals Goals Goals Program, Unit, and Area Plans Developed Plans Plans Plans Plans Implementation ofplans Implement Implement Implement Assessment Evaluate Evaluate While the entire planning cycle takes four years, each year the planning cycle starts during the fall semester at FLEX with the distribution of planning forms, guidelines, and data. Six weeks are allowed for each level of planning. Therefore, program level planning extends from weeks three through eight of the fall semester, which is about late August through mid-october. Unit level planning occurs over weeks nine through fourteen, which is about mid-october to the end of November. Area level planning occurs during January. The calendar cycle is set to coincide with the development and preparation of the college budget. Page 21 of 113

22 IV. ACADEMIC CALENDAR In 2005, College Planning Council agreed that a shared process should be developed so all employee groups, all instructional and student services and other appropriate departments would be included in the process. The procedures are as follows: The President will convene the Academic Calendar Committee no later than the month of March for the following fiscal year. The committee will consist of Academic Senate President, Faculty Union President, CSEA President, CODAA President, Vice President Student Affairs (or designee), Vice President Academic Affairs (or designee), the college Scheduler, Chair of the Senate Ed Policies Committee, and Executive Director Human Resources (or designee). The Dean of Enrollment Services will present last year s calendar and a proposed update for review by each representative. Members of the committee will meet with their constituency groups and a final meeting of the committee will be held during the month of October. The Academic Senate is required to recommend an approved calendar. The California School Employees Association has an approval process in its collective bargaining agreement. Both the Office of Academic Affairs and Office of Student Affairs have responsibility for the legal requirements and support services required of students under an annual calendar. The approved calendar will be recommended to the Board of Trustees in November of each year. Page 22 of 113

23 V. Appendix A - PLANNING ASSUMPTIONS - - Page 23 of 113

24 - - Page 24 of 113

25 VI. Appendix B PLANNING DEFINITIONS ACTION PLAN: A detailed plan describing the actions and steps used to implement a strategic plan. A written outline that defines what needs to be done, what resources are necessary to achieve the stated goals and objectives, key performance indicators, who needs to do what and a timeline for accomplishing the goals. Action plans break objectives into manageable parts for coordinated implementation of goals. Task specification includes staff assignments, material resource allocations, and schedules for completion. Action plans specify detailed cost and expenditure information and are often referred to as operational plans or implementation plans. AREA: President and Vice Presidents entire area of responsibility. See Figure 1, page 6. BENCHMARK: A standard or point of reference in judging quality, cost effectiveness or performance. BENCHMARKING: The process of rating practices, processes, and products against the best and then emulating them. It involves seeking out best-in-class performers inside or outside the college, studying them to determine why they are the best at what they do, and applying what is learned. COST-BENEFIT ANALYSIS: A tool that involves calculating or estimating the known costs and potential benefits of a course of action under consideration. CUSTOMERS: People, internal or external to the organization, who receive or use what the college produces. Customers are also anyone whose best interests are served by the actions of the college. EFFICIENCY MEASURES: Indicators of the input resources required to produce a given level of output (programs or service). It is a measure of resource cost in dollars, employee time, or equipment used per unit of program or service output. An efficiency measure relates efforts to outputs. Indicators of average cost and average time normally serve as efficiency measures for processes, but they may also serve as outcome measures when cost-per-unit-of-outcome is the focus and can be meaningfully captured. The act of providing the highest quality programs and services at an established cost. Efficiency measures are also known as productivity measures. ENVIRONMENTAL SCAN: An analysis of key external elements or forces that influence the conditions in which the college functions. This is commonly referred to as the opportunities of and threats to the college. Page 25 of 113

26 EXTERNAL VARIABLES are factors not controlled through the policy or program that may have independent and significant effects on outcomes such as economic downturns, population shifts, technological advances, cultural differences or changes. FACILITATOR is someone who keeps the discussion flowing in planning sessions. A facilitator does not express an opinion, but helps ensure that the views of all participants are considered in the discussion. GOALS are the desired end result, generally after three or more years. They are measurable and observable. INSTITUTIONAL GOALS are the general ends toward which the college directs its efforts. A goal addresses issues by stating policy intention. They are both qualitative and quantifiable, but not usually quantified. In a strategic planning system, goals may or may not be ranked for priority. Goals stretch and challenge the college, but they are realistic and achievable. INPUT MEASURES are tools, or indicators, which identify the amount of resources needed to provide a particular program or service. Inputs include labor, materials, equipment and supplies. INTERNAL/EXTERNAL ASSESSMENT is the analysis and evaluation of key internal and key external data and factors that influence the success of the college in achieving its mission and goals. Detailed evaluation of trends, conditions, opportunities, and obstacles directs the development of each element of the strategic plan. This type of assessment should be heavily quantitative. Key internal factors include management policies, resource constraints, organizational structure, automation, personnel, and operational procedures. Key external factors may include economic conditions, population shifts, technological advances, geographical changes and/or statutory changes. KEY PERFORMANCE INDICATORS (also known as BENCHMARKS ): The intended results from the implementation of an objective. How we know when an objective has been achieved and the significance of the results. LEARNING OUTCOMES: The intended results of education and experiences. What students are able to do as a result of our efforts. Competencies. MEASUREMENT is a quantitative assessment of performance, quality or cost used to guide policy and the decision-making process. Measurements help guide staff and define objectives. Page 26 of 113

27 MISSION is the college s unique reason for existence; the overarching goal for the college s existence, usually contained within a formal statement of purpose. It succinctly identifies what the college does (or should do) and why and for whom it does it. A mission can be viewed as a promise made to the community and our students. OBJECTIVES: Specific and measurable targets for accomplishment of a goal. They mark interim steps toward achieving long-term mission and goals. Linked directly to college goals, objectives are measurable, time-based statements of intent. They emphasize the results of actions at the end of a specific time. OUTCOME MEASURES: Indicators of the actual impact or effect upon a stated condition or problem. These measures address whether or not the program or service is meeting its proposed goals. They are tools to assess the effectiveness of the college s performance and the public benefit derived. True outcome measures are likely to report performance in terms of changed public or student behavior. OUTPUT MEASURE: Tools, or indicators, which represent the amount of products or services provided by the college. The number of people receiving a service or the number of services delivered is often used as measures of output. PERFORMANCE ACCOUNTABILITY: A means of judging policies and programs by measuring their progress toward achieving agreed-upon performance targets. Performance accountability systems are composed of three components defining performance measures including outcomes, measuring performance, and reporting results. PERFORMANCE BUDGETING: Allocations of resources based on an expectation of performance levels, where performance is measured in specific, meaningful terms. It focuses on outcomes, rather than inputs or processes, in deciding how to allocate resources. Performance budgeting appropriates funding in anticipation of realizing agreed upon levels of performance. Accordingly, it is important to allocate budgeted dollars for specific levels of targeted performance. To the extent feasible, these performance levels should be framed in terms of program outcomes. Performance budgeting should involve: (a) the development of quantifiable performance measures which serve as indicators or proxies for program outcomes, outputs or efficiency. PERFORMANCE MEASURES: The performance measure is a management tool that measures work performed and results achieved. It describes (a) what is to be measured, and (b) the methods of measurement. The measure may be short- intermediate- and/or long-term. Page 27 of 113

28 PROGRAM: Departments or services with a Unit. See Figure 1, page 6. PROGRAM REVIEW: Program review is an extensive, in-depth self-examination and evaluation of the strengths and weaknesses of a program, and explains how well the program is meeting its mission. Program review sets goals and objectives to guide the program to better meet its mission and to improve the program. Performed by all program/unit/area of the College according to an established schedule. QUALITY MEASURES: Indicators which reflect the effectiveness in meeting the expectations of customers and stakeholders. Measures of quality include reliability, accuracy, courtesy, competence, responsiveness, and completeness associated with the product or service provided. RESOURCE ALLOCATION: The determination and allotment of resources or assets necessary to carry out strategies and achieve objectives, within a priority framework. STAKEHOLDERS: Groups or individuals that have a vested interest or expect certain levels of performance or compliance from the college. Stakeholders do not necessarily receive the services of a program. Sometimes referred to as expectation groups. STRATEGIC ISSUES: Those concerns of vital importance to the college. Often they impact several or all programs. Identifying these few critical concerns can help the college focus on high priority goals for the agency as a whole. STRATEGIC PLAN: A practical, action-oriented guide, based upon an examination of internal and external factors, which directs goal-setting and resource allocation to achieve meaningful results over time. STRATEGIC PLANNING: A long-term, future-oriented process of assessment, goal-setting, and strategy building that maps an explicit path between the present and a vision of the future, that relies on careful consideration of an organization s capabilities and environment, and leads to priority-based resource allocation and other decisions. It includes the process of developing a strategic plan. Because strategic planning is a team effort that builds consensus on a future direction for an agency, the process itself is more important than the resulting document. STRATEGIES: Methods to achieve goals and objectives. Formulated from vision and mission, a strategy is the means for transforming inputs into outputs, and ultimately outcomes, with the best use of resources. A strategy reflects budgetary and other resources. A concrete set of achievable actions that address a value and focus our energies within a defined timeframe. Page 28 of 113

29 UNIT: Dean s and Director s entire area of responsibility. services at the college within a unit. See Figure 1, page 6. A collection of departments or VALUES: The standards by which we determine what we do. The collective guiding principles that drive the institution and give us inspiration. Values are the context in which we establish the college climate and fulfill our mission. VISION: A compelling, conceptual, vivid image of the desired future. A vision focuses and ennobles an idea about a future state of being in such a way as to excite and compel the college toward its attainment. It crystallizes what the public, the Board of Trustees, faculty, staff and students wants the organization to be in the future. A vision is not bound by time, represents global and continuing services, and serves as a foundation for a system of strategic planning. Page 29 of 113

30 VII. Appendix C ALLOCATION OF RESOURCES Priority Process The annual planning process is the first step in providing the college with an ongoing and systematic cycle of evaluation, integrated planning, implementation, and assessment to improve the effectiveness by which we accomplish our mission. Our process incorporates these principles: Focuses on Student Learning Relies on full campus evaluation to identify needed improvements Relies on verifiable evidence rather than perception and anecdotes Budgets the plan, not plans the budget Provides for college improvement as well as on-going operations Allows for urgent needs to be addressed Requires the college to seek alternative resources to support objectives Plans for the next year Planning and Budgeting 1. The President, along with the College Planning Council reviews the Strategic Goals and revises each year accordingly. 2. The Vice Presidents develop goals to address the College Goals. Academic Affairs divisions, Student Affairs, Business Affairs, President s Office and other areas develop the plans. 3. All campus units self-evaluate through program review and determine what changes/improvements are necessary to meet College Goals as well as their own. Improvements are stated as action plans rather than as resources needed, however, action plans may need resources to be accomplished and may be requested on the planning form. 4. New or revised objectives are developed with goals, objectives, action plans for Academic Affairs, Student Affairs, Business Affairs and President s areas. The strategies are ranked within each division/unit. Those rankings are not altered by the College Planning Council when integrated into the college wide prioritization list. The ranking for full time faculty positions, based on objective data and best judgment, is determined within each division and then a campus-wide faculty ranking is done in the Deans Team. The College Planning Council then provides a recommendation to the President. 5. The College Planning Council reviews all plans and compiles the list and shares it widely across the college community. 6. The College Planning Council determines priorities with appropriate funding sources. Page 30 of 113

31 7. Ongoing needs identified through the priority process are incorporated into the college budget as funds are available. Action plans and unforeseen needs that require one-time funding are allocated resources as funds are available. 8. Programs/units/areas implement plans to achieve their goals and objectives. 9. Simultaneously with this process, the college Budget Task Force reviews and determines available funds. 10. Each area evaluates and reports on the achievement of goals and objectives to the unit supervisor which is compiled and ultimately reviewed by the Vice President for presentation to the College Planning Council. 11. The College Planning Council assesses how well each College Goal has been achieved and prepares a report for the President and the Board of Trustees. A. Criteria for Determining Allocations to Ongoing Budget Background: The College sometimes allocates funding to the Unrestricted General Fund ongoing budget with augmentations, often in the form of a cost of living adjustment to original budgets per bargaining unit negotiations, maintenance/contracts, prior college commitments, etc. An existing program s ongoing budget might be decreased, creating an ongoing revenue source to be used in another program. Such reductions would not occur without a program review and recommendation by the program/unit/area supervisor and approved by College Planning Council. These criteria and procedures are for unrestricted funds only. Restricted funds, such as categorical, bond, grants, etc., have criteria set by law, California Codes or regulations that control changes or distribution of funding. Criteria that should be used (not in priority order): Changes in enrollments across Divisions (WSCH), or overall headcount for college-wide services (counseling, library, admissions/records, etc.). A major new responsibility required of a division of the College, such as creation of a new department, maintenance of substantial new equipment, or need to adhere to new regulations. A significant change in educational methodology by a discipline, such as the need to incorporate new technology. Changes in temporary and/or student worker staffing needs. A program s value and quality (as determined by a program review process) in relation to its productivity. Page 31 of 113

32 Services and resources which enhance retention and student success. Price changes due to inflation, affecting the purchasing power of divisions in the college. (This should be lower priority than the above principles.) Criteria that should NOT be used: Some money should go to each of the funding areas identified in the guidelines below. The money should be equally distributed among the divisions and programs in the college. Procedures for Determining Allocation to Ongoing Budget These procedures provide a mechanism for implementing the Criteria for Determining Allocation of Ongoing Budget Augmentations. The Budget Task Force will determine available resources for budget augmentations and maintain a balanced budget with the required reserve. Ongoing budget augmentation requests should be distributed according to the following procedures: Deans, Directors, Vice Presidents should present prioritized budget augmentation requests per the timeline in Figure 3 (or as budget augmentations become available). Requests must be submitted on the planning forms and instructions in Appendix E. The Academic Affairs and Student Affairs Deans, in collaboration with their faculty, will review and develop a prioritized proposed list of budget augmentations for their programs/units. The College Planning Council will integrate budget augmentation requests from Business Affairs and President s Office with Academic Affairs and Student Affairs and will present the priority list to the President with a rationale of how the proposed budget augmentations meet college goals and hear final input and suggestions. The College President will make final budget augmentation decisions based on recommendations from the President s Cabinet and College Planning Council. Procedures for Funding New Programs Linking Program Review and Resource Allocation: Requests for resource allocation or resource redirection will only be considered if current program review self-studies are on file. The Research Office provides all units with the information necessary to complete the Annual Program Review Update. Requests which involve a new program, more than one program, or which don t fit within an existing program framework shall be accompanied by a division area Page 32 of 113

33 review and/or planning document. Self-study narratives give programs the opportunity to clarify issues regarding numerical information. The following guidelines and procedures for funding new or expanding programs or initiatives are recommended: 1. Program or unit areas identify new programs, significant program expansions, or other initiatives, which would be viable, and meet emerging student needs. This identification could be based on program review, changing demographics or workforce needs, program viability analysis, developing technologies, i.e., internal and external environmental scans, etc. 2. Program review data must accompany funding request. 3. Funding sources could be one or a combination of the following: A. Divisions would absorb start-up costs. B. Project funding would be requested by placing the new program on the Priority List onetime funding. C. Deans or program leaders could write a rationale for permanent budget funding, to be submitted to the respective area Vice President. 4. Actual funding may proceed through A-B-C above, as the program is instituted and evaluated. 5. Funding would follow the normal procedure for ongoing college allocations: Deans, Directors, Vice Presidents should present prioritized new program budget requests per the timeline in Appendix F or as funding may become available. New program requests should be integrated into any budget augmentation requests so there is only one prioritized list from each director, dean or vice president. Requests should be written and justified in terms of college mission, campus needs, campus goals and objectives. The College Planning Council will integrate budget augmentation and/or new program requests from Business Affairs and President s Office with budget augmentation and/or new program requests from Academic Affairs and Student Affairs and will present the priority list to the President with a rationale of how the proposed budget augmentations meet campus goals and criteria and hear final input and suggestions. The College President will make final budget augmentation decisions based on recommendations from the College Planning Council. 6. The new program will provide outcome and assessment information to the College Planning Council at the end of the first year of operation and will thereafter conduct Program Review per the college wide Program Review Schedule. Page 33 of 113

34 Procedures for Reducing or Eliminating Funding This procedure is parallel to the one for providing funding. The Budget Task Force will determine the amount of revenue shortfall and/or state budget reductions and the amount of total Unrestricted General Fund reduction required to maintain a balanced budget with the required reserve. NOTE: This procedure assumes a timeline which would allow the process to unfold. In an emergency, the President, President s Cabinet and/or College Planning Council could take immediate steps. 1. Deans, Directors, Vice Presidents and President will be requested to submit possible reductions in programs and services for review by the College Planning Council. 2. Program review data will be provided when available, and applied if useful and appropriate. 3. The College Planning Council will review and analyze. 4. Summary notes should be included showing the impact of the reduction on campus/student needs, college goals and consistency with the Criteria for Determining Allocation to Ongoing Budgets. 5. With this information, the College Planning Council will develop a proposed list of budget reductions with a rationale for the reductions and a probable impact on students, and proposed listing of fund restorations to be implemented when the funding exigency has passed. The College Planning Council will offer final suggestions and recommendations to the President. 6. The President will make final budget reduction decisions based on recommendations from the College Planning Council. B. Criteria for Determining New Full-Time Teaching Faculty Positions Linking Program Review and Faculty Position Allocation: Requests for allocation of a faculty position must be substantiated as a resource needed to achieve a program goal and objective. The goals and objectives must be prioritized through the program/unit/area and brought forward through the Deans Team; President s Cabinet (for college-wide collaboration and integration) and submitted to College Planning Council for consideration for placement on the college list of prioritized action plans. Upon request, programs will be provided with current information to use if a program has not undertaken Program Review within the data-supported process or to complete its annual Program Review. Program Reviews give programs the opportunity to clarify any issues regarding numerical information. Page 34 of 113

35 Criteria that should be used (not in priority order): Areas of the college do not own faculty positions; all vacant positions revert to the college for possible redistribution. Departments with a high part-time/full-time faculty ratio should have priority over departments with a low ratio. Overload is considered on the part-time side of the ratio. Departments with increasing enrollments should have priority over departments with decreasing enrollments. Adding faculty does not guarantee program growth. Highly viable programs should have priority over less viable programs. Viability should be determined by program review and should include such issues as external scan data, assurance of future enrollments, availability of facilities, and provision of proper staff support. Departments needing full-time faculty to address health/safety/legal requirements should have priority over programs having lesser such need. Established departments with no full-time faculty should have priority over departments with existing full-time faculty. Departments which do not have available part-time faculty should have priority over departments which do have available part-time faculty. The unavailability of part-time faculty must be documented. Criteria that should not be used: Whether the productivity of a department (measured in WSCH/FTEF, enrollment per section, or FTES/FTEF) is high or low should not be considered in prioritizing full-time faculty hiring. Departmental productivity may properly be used in determining the number of sections of classes offered and whether or not to continue a program, but productivity should play a much lesser role in deciding what portion of classes in a department should be taught by full or part-time faculty. The number of years a department has been making a request for a full-time hire Recent retirements/resignations/reassignments of full-time faculty in a department. The number of retirements/resignations/reassignments of full-time faculty in a department. Procedures for Allocating New Full-Time Teaching and Non-Teaching Faculty Positions The Budget Task Force communicates to the College Planning Council the number of available positions early in the fall semester based on revenue projections, education code and Title 5 requirements. 1. The President s Cabinet estimates additional positions that might become available due to unannounced retirements/resignations as data/information is collected from Human Resources. Page 35 of 113

36 2. The Vice President Academic Affairs and the Vice President Student Affairs assemble data listed in the Criteria that should be used for all disciplines that have an objective on the Priority List with an associated fulltime faculty need. 3. The Deans Team develops a recommended ranked list of disciplines requesting positions using the data from item 3 and the Criteria for Determining New Full-time Teaching Faculty Positions. 4. The College Planning Council develops an approved list of positions, taking into consideration the number of positions established by the Budget Task Force and other available funding sources. If, later in the academic year, new faculty needs emerge due to an unanticipated vacancy, the division will prioritize an appropriate objective within its division list and submit it through the prioritization process for placement on the established college list. If the discipline need for full time faculty has been established and the hire has been approved, the vacancy may be filled from the candidate pool. 5. The College Planning Council will forward recommendations along with rationale for the Council s recommendation to the President. 6. The President will make final decision on faculty hires based on recommendations from the College Planning Council. C. Criteria for Allocation of Classified Staff Positions Criteria that should be used (not in priority order): Areas of the College do not own classified positions vacant positions revert to college for possible reassignment. Available positions should be evaluated in terms of health/safety/security issues. Available positions should be evaluated in terms of where money is currently spent on temporary labor/comp time/overtime. Available positions should be evaluated in terms of college mission and goals. Available positions should be evaluated in terms of program/unit review information. Available positions should be evaluated in terms of program viability. Available positions should be evaluated in terms of workload: -If a position is eliminated, reallocate or eliminate the workload; -If a position is available, consider allocating to areas where workload is high; -Weigh the creation of new positions with the redistribution of work. Adhere to bargaining unit contracts. Procedures for Allocating Classified Staff Positions The Budget Task Force will determine the amount of revenue available for budget augmentations and/or new programs. Page 36 of 113

37 1. Classified staffing requests should be submitted to the Office of Human Resources by filling out a Request to Announce (HR 021). 2. Human Resources will meet and confer with the bargaining unit if necessary on changes in classified staff positions as required by the contract. 3. Programs/units/areas may submit requests throughout the fiscal year on planning forms. 4. President s Cabinet will evaluate the request based on the Criteria for Allocation of Classified Staff positions and the Cabinet will forward prioritized list to College Planning Council. 5. College Planning Council will review and forward recommendation to President. 6. The President will make the final classified staffing decisions based on input from the Vice Presidents. Reclassification (NOTE: changes to classified positions MUST be approved PRIOR to the change) Requests for changes to classified positions arise from unit plans. An example of a change request would be a position changing from 10 or 11 months to 12 months or a change in classification due to change in responsibility or scope of work. Position review requests are submitted to Human Resources and follow a separate process. President and/or Vice Presidents prepare prioritized lists of their requests for changes to classified positions. The Re- Classification Committee reviews and approves or denies the change requests. If the approved change can be funded out of existing area resources, then the area is authorized to proceed with the change in the next budget cycle. If an approved change requires new funding, it is placed on a prioritized list. The Vice President Business Affairs prepares an estimated cost of the position changes and forwards to CPC. The President authorizes or denies the changes following the prioritized list. The authorized position changes are placed into the college budget and unit managers will be notified when they may make the change. D. Other Requests for Funding Equipment/Technology Requests for equipment/technology arise from either a program, unit or area plan. Requests may be for either instructional or support services equipment/technology and are processed as separate categories due to differing funding sources and spending restrictions. The Dean of Information Systems will review requests for compatibility, software, maintenance and upkeep costs and will make a recommendation to approve, modify or reject. For instructional requests, the Dean of Information Systems will forward to the Education Technology Committee. The Education Technology Committee recommendation will be forwarded to CPC who will consider Page 37 of 113

38 the recommendations in developing the prioritized lists. The area managers will be notified as soon as funding is provided. Space Requests for space/facilities can arise from any planning level. A request is prepared by the area manager and submitted to the President s Cabinet. The Director of Facilities recommends possible solutions and upon approval of the President, presents the proposed solution(s) and costs to the Facilities Master Plan Committee (FMPC). The Vice President Business Affairs determines the funding source, i.e., Measure B, etc., and submits the FMPC recommendation, cost and funding source to CPC. CPC forwards its prioritized list and/or recommendation to the college president. The President considers the recommendation and if approved, authorizes the allocation of campus space and costs. The area managers will be notified of the status and the Director of Facilities implements the space/facilities plan. Emergencies, exigencies and/or special occasions Since emergencies or certain changes are never planned in advance; they are rarely included in the planning process. When unplanned events, emergencies, exigencies and/or special conditions do occur, the funds needed are identified at that time. When this involves a transfer of funds within a unit s or area s budget, the area manager may make those transfers. Budget transfer approvals by the Board of Trustees are mandated by the Education Code. When unplanned events do occur and require new funding, the President shall determine and approve the source of funds. Ongoing Costs: It is important to note that as plans and budgets are prepared and approved each year, those budget items that require ongoing costs, such as maintenance, upkeep and repair, etc., will not be brought back to CPC for approval except for efficient/effective options of maintaining the equipment/program/facility, etc. or at the discretion of the President. Once the college commits to an investment, prudent and wise stewardship requires the investment be maintained in an operable and functional condition and budgeted accordingly. CTE, Categorical, Grant Funding All planned projects regardless of funding sources whether the college general fund, career technology, categorical, i.e., DSPS, EOPS, Matriculation, and grants must be included in unit/program/area plans. All activities connected to specialized plans (technology, facilities, instructional, etc.) must also be included in the plans. The guiding principle is that program/unit/area plans must reflect all projects that are focused on improving the program, Page 38 of 113

39 even if a grant is funding the project and no college resources are being sought. This will facilitate the coordination of activities in the program and college as well as the integration with the planning process. Page 39 of 113

40 VIII. Appendix D - Key Performance Indicators, Benchmarks Developing benchmarks or key performance indicators to assist in assessment should include the following pointers: 1. Clarity and Alignment of Overall Goals: Who is served and how do you judge the quality of what is provided? What are students and other stakeholders expectations? What attributes are associated in the service area with high quality? 2. Systemic, Process-Oriented Design: How is quality delivered? How are programs, services, and curricula designed to meet, or exceed, student and other stakeholders expectations? 3. Fact-Based Decision-Making: How is performance monitored over time? How do these measurements compare to other institutions? 4. Improvement Design Based on a Proven Model: What are reasonable performance improvement targets? Given a relative performance comparison, what are reasonable performance improvement targets? State of California Requirements ARCC (Accountability Reporting for the Community Colleges) Student Progress and Achievement Rate Percent of Students who earned at least 30 units Persistence Rate Annual successful course completion rate for credit vocational courses Annual successful course completion rate for credit basis skills courses Improvement rates for ESL and Credit basic skills courses Enhanced noncredit progress and achievement rate Annual unduplicated headcount and FTES Page 40 of 113

41 IX. Appendix E STRATEGIC PLANNING FORM (Goals, Objectives, Action Plans, Assessment) Instructions: The Planning Form (Goals, Objectives, Action Plans, Resources, Assessment) will be completed every year by each college program, unit, and area. 1. On the first gray line, write the title of your program (or unit or area), your name as the preparer, and your immediate supervisor. 2. On the next line, check the appropriate box indicating whether you are going to be filling in goals for a program, unit or area. Then on the blank lines provided, list the goals for your program/unit/area and indicate which college-wide goal is supported by each of your goals. 3. Each goal will be met by one or more objectives. List the goal number and the associated objectives in the next section, adding additional lines to the table as necessary. At the far right, list the party responsible for accomplishing each objective. 4. Each objective will, in turn, be accomplished by one or more action plans. Action plans are specific, measurable tasks and are important in the assessment section described below. As with the objectives, list the person or unit responsible for completing each action plan. Additional lines can be added to the table and will probably be needed. 5. The next section is the Background/Justification for each goal. Answer the five questions for each goal listed at the top of the form. Again, insert additional lines in the table as necessary. 6. The next section lists the resources that will be required to carry out the action plans. List the action plan numbers in the left column, adding lines as necessary, and fill in each column as it may (or may not) pertain to each action item. In the right hand column, list the cost of each resource and, when the section is complete, total the column. 7. The Assessment section describes how you will know if your goals have been achieved. List the goal numbers in the left column and complete the table for each goal. Page 41 of 113

42 STRATEGIC PLANNING FORM GOALS, ACTION PLANS, ASSESSMENT Program/ Unit/Area: Preparer: FY Program Goal Unit Goal Area Goal (Check Appropriate Box) Supervisor: College wide Goal Goal Obj # Objectives Responsible Unit/Area # Etc. Obj Action Action Plan (What specific steps will you take to implement your goals and objectives) Responsible Unit/Area # Plan # Etc Etc. Goal # BACKGROUND/JUSTIFICATION FOR EACH GOAL - PLEASE COMPLETE 1. Why should this goal be done? Will this goal benefit other areas of the college? If so, how? Will this goal impact or require accommodations from other areas? If so, how? Does this goal fulfill a legal or accreditation mandate? If so, how? Does this goal address a safety issue? If so, how? Page 42 of 113

43 Resources Requested for Action Plans Action Plan # Staff/Faculty Operations Equipment Facilities TOTAL $ $ ETC. $ $ $ $ $ $ TOTAL REQUESTS $ Goal # Etc. Assessment (how will you measure the success of your goal) and Indicators (the specific information that will be collected) Who is Responsible? Assessment Interval (When will you measure?) Method of Assessment (How will you measure?) Target Result (What will change and by how much?) Indicator (What are you measuring?) For CPC use only: CPC Initials Approved contingent on available funding Approved w/no funding Re-submit with noted changes Not approved COD PLANNING FORM FY09-15 Dec, 2008 Page 43 of 113

44 X. Appendix F PROGRAM REVIEW ANNUAL UPDATE Instructions: If your program/unit/area is not due to complete the 5-year comprehensive program review this year, you will complete the Annual Program Review Update Form instead. (The 5-year comprehensive program review forms are listed in Appendices H and I.) Update Forms (and their associated worksheets) have been developed for Academic programs, Student Affairs, and Support Service programs. It is expected that everyone in a program area will provide input to the worksheet as well as the update form. Academic Programs The Academic Program Review Update Worksheet is designed to help each program reflect on and describe the changes that have occurred during the preceding year. When the worksheet is completed, you will find a template for your program s Annual Update Form on the Academic Senate Curriculum Committee s portal page, which includes instructions. Some areas of the update form will be populated by the college s Research Office before you begin to complete the form. When the form is completed, it is attached to the Planning Form (Appendix E) and they are turned in together. An example of the completed form (from Physical Sciences) is included in Appendix F for your information. Student Affairs The Student Affairs Program Review Update Worksheet is similarly intended to help programs recognize and summarize the changes in the program over the course of the last year. When the worksheet is completed, each program will complete the Student Affairs Program Review Update Form. Support Services (Business Affairs, President s Office) All other support services of the college will also complete an Annual Support Services Program Review Update, beginning with a worksheet and then completing the actual update form. More detailed instructions will be developed when these forms are finalized. Page 44 of 113

45 Academic Program Review Update Worksheet Program: Date: The purpose of this form is to record any significant changes in the program in the past year. 1. In the past year have there been any significant changes to staffing? 2. Changes in facilities? 3. Any new courses, degrees, certificates offered? 4. Any significant modifications to any existing courses, degrees, certificates? 5. Significant equipment purchases? 6. Significant changes in enrollment or FTES? 7. Any other major changes in the program in the past year? 8. What Assessments (course, program, etc.) have been done in the past year? 9. What were the results of the assessments? 10. Based on the assessments what changes have been made? Page 45 of 113

46 Academic Program Review Update Form - <Program Name> Program Review Summary Program Description: [College catalog] Students Served: [faculty] Discipline/Program Learning Outcomes: [Curriculum Specialist] Course Level Assessments Completed: [faculty & OAC coordinator](see Appendix G of Academic PR) Page 46 of 113

47 Changes Implemented as a Result of the Assessments: [faculty utilizing OASR form] Program Accomplishments: [faculty] Program Challenges: [faculty working with dean] Program Requirements from outside agencies, industry advisory groups, etc: [faculty working with dean] Student Success Data: [put in chart form] [Research Office] Note: Retention is the percentage of students who remain in the course after the census date until the end of the term. Success rate is the percentage of students who earned a grade of A, B, C, or P in the class Page 47 of 113

48 Program Enrollments and Growth: [Research Office] [Narrative/interpretation: faculty] RESOURCES: Staffing: [Research Office] [Narrative/discussion: faculty] Facilities: [faculty] Page 48 of 113

49 1. List of all the facilities (Please indicate if any of these were added in the past year): 2. Assessment of adequacy of current facilities Equipment & Supplies: [faculty, in collaboration with dean as needed] Program Objectives for next year: [faculty working with dean as needed] Page 49 of 113

50 Academic Program Review Update SAMPLE Physical Sciences Program Review Summary Program Description: [College catalog] Physical sciences are comprised of the chemical and physical science disciplines. The sciences within the physical sciences are Astronomy, Chemistry, Earth Sciences, and Physics. The purpose of the College of the Desert Physical Sciences Program is to provide high quality curricula in lower division Astronomy, Chemistry, Earth Sciences, and Physics to our diverse population in the Coachella Valley. Students Served: [faculty] Students preparing to transfer to four-year institutions majoring in Chemistry, Physics, Earth Sciences, Geophysics, Hydrology, Mathematics, Engineering, Biological Sciences, Environmental Science, Natural Resources, Architecture, Computer Science, Pre-medicine, and Pre-veterinary Students preparing to enter the ADN and, in conjunction with CSUSB, BSN Nursing programs Students needing fundamental physical science education courses to fulfill general education requirements Students transferring to liberal studies programs with the intention of becoming K-8 teachers Discipline/Program Learning Outcomes: [Curriculum Specialist] Demonstrate knowledge and comprehension of basic concepts in the Physical Sciences, specifically in Physics, Astronomy, Chemistry, and Earth Science Demonstrate proficiency in scientific writing skills by writing with clarity, conciseness, and coherence about topics in Physical Sciences Use quantitative reasoning and critical thinking skills to solve problems in the Physical Sciences. Display professional and ethical behaviors and attitudes consistent with scientific practice Develop a life-long appreciation and understanding of the role of the Physical Sciences in everyday life Apply the scientific method of inquiry and use appropriate experimental techniques in the laboratory setting to set up experiments, acquire record, analyze data, and formulate conclusions from the data. (in courses with a laboratory component) Course Level Assessments Completed: [faculty & OAC coordinator](see Appendix G of Academic PR) Changes Implemented as a Result of the Assessments: [faculty utilizing OASR form] New courses in engineering based on feedback from students who have transferred Page 50 of 113

51 Program Accomplishments: [faculty] Increased enrollments NSF Grant to provide scholarships New courses: CH 6, G 17, PH 17, PH 4C Assisting with design of new Multi-Purpose Classroom Building Program Challenges: [faculty working with dean] Finding qualified adjunct faculty Space needs: Laboratory space and large lecture hall Tracking our graduates Program Requirements from outside agencies, industry advisory groups, etc: [faculty working with dean] Mandate from SAMPLE Student Success Data: [put in chart form] [Research Office] AY Year: Student Success Rates: Retention Rate: Note: Retention is the percentage of students who remain in the course after the census date until the end of the term. Success rate is the percentage of students who earned a grade of A, B, C, or P in the class Program Enrollments and Growth: [Research Office] Physical Sciences FTES Page 51 of 113

52 Numbers of Sections [Narrative/interpretation: faculty]the program has grown about 30% over the last four years so we expect a yearly growth of about 7.5%. This growth has been primarily due to the increases in the number of nursing students and liberal studies transfer students (students planning to become K-8 teachers). RESOURCES: Staffing: [Research Office] AY Year: # Full time faculty: Total reassign time for full time faculty: Full time faculty overload: Part time faculty (number of faculty) : Part time faculty (FTE): FTF/FTEF: 59% 51% 59% 60% WSCH/FTEF: Cost/FTES: [Narrative/discussion: faculty] The number of full time faculty has not increased in the past four years. Facilities: [faculty] 3. List of all the facilities (Please indicate if any of these were added in the past year): One classroom/lab (S14) dedicated to Physics and Astronomy 4. Assessment of adequacy of current facilities Current storage space is not adequate Page 52 of 113

53 Equipment & Supplies: [faculty, in collaboration with dean as needed] Program Objectives for next year: [faculty working with dean as needed] Page 53 of 113

54 Student Affairs Program Review Update Worksheet COLLEGE OF THE DESERT DIVISION OF STUDENT AFFAIRS END-OF-YEAR (EOY) REPORT (Report on previous year due by September 30 th ) Name: Title: Program Name Academic Year Date: Section 1: Status of Program/Service Goals for year Section 2: Responsibilities and Duties (include Program Challenges) Section 3: Implications for Goals Section 4: Draft of Program/Service Goals for upcoming year Received by: Date Dean Received by: Date Vice President Student Affairs Page 54 of 113

55 Rev.MAY2010 Student Affairs Program Review Update Form (Name of Program/Service) (Academic Year) Program/Service Description (source: Faculty/Dir/Coord/Dean- from AUR) Include Description/Mission Statement/Number of Years at COD/Benefits/Contact) Description: Mission Statement: Number of Years at COD: Participants in the program/service receive the following benefits: Contact Person/Title: Phone: Population Served (source: Faculty/Dir/Coord/Dean - from AUR) Include Number/Eligibility Number of Students Served: Eligibility Requirements: FTES Generated (if applicable): Program Requirements from outside agencies (source Faculty/Dir/Coord- from AUR) Program/Service Outcomes (source: Faculty/Dir/Coord/Dean from AUR & Curric. Sp.) Page 55 of 113

56 OVERARCHING PROGRAM LEVEL OUTCOMES STUDENT SUPPORT SERVICES 1. Personal Development and Responsibility Students utilizing this program/service will demonstrate an ability to 1.1 Display habits of intellectual exploration, personal responsibility, and physical well being. 1.2 Develop individual responsibility, personal integrity, and respect for diverse people and cultures. 1.3 Value and accept people with different cultural and linguistic backgrounds and abilities. 1.4 Understand ethical issues to make sound judgments and decisions. 2. Self-Awareness, Self-Understanding, and Self-Advocacy Students utilizing this program/service will demonstrate an ability to: 2.1 Evaluate their own knowledge, skills, and abilities Display three components of an effective self-advocate: self knowledge. define their own needs. the ability to get what they need. 2.2 Develop realistic goals. 2.3 Appreciate the value of feedback. 2.4 Adapt to challenging situations. 2.5 Recognize that knowledge is the key to self-advocacy. 2.6 Teach the people around them. 3. Self-Sufficiency and Independent Learning Students utilizing this program/service will demonstrate an ability to: 3.1 Identify and utilize services, programs, and resources to become life-long learners including, but not limited to: Study/Learning Labs Supplemental Instruction Computer-aided tutorials/instruction Learning Communities Student Development Courses Tutorial Assistance Counseling Services Special Programs for Student Success Admissions and Records Business Services Financial Aid Scholarship information Career/Transfer Center Resources Page 56 of 113

57 PROGRAM/SERVICE SPECIFIC OUTCOMES (Name of Program/Service) RESOURCES Staffing for Programs/Service: Include Funding Budget Level/Current Staffing Level Funding Budget: Total Funding: Staffing: Facilities (source: Faculty/ Dir/Coord/Dean) 1) List of all facilities (Please indicate if any of these were added last year): 2) Assessment of adequacy of current facilities: Equipment and Supplies (source: Faculty/ Dir/Coord/Dean) Summary- Narrative Interpretation (source: Faculty/Dir/Coord/Dean) Page 57 of 113

58 Staffing for Program/Service: Funding/Budget: COURSE INFORMATION (Complete only if Applicable) Course Level Assessment Completed (source: Faculty & OAC Coordinator) Complete if applicable ASSESSMENT ANALYZE, REPORT & DISCUSS CYCLE I COORDINATE and IMPLEMENT CHANGES COMMENTS Changes Implemented as a Result of the Assessments (source: Faculty/Dir/Coord/Dean Student Success Data for Academic Courses if applicable (source: Office of Institutional Research) Page 58 of 113

59 Note: Retention is the percentage of students who remain in the course after the census date until the end of the term. Success rate is the percentage of students who earned a grade of A, B, C, or Cr in the class. 3.6 Staffing for courses if applicable (source: Office of Institutional Research) Subject = FT Headcount PT Headcount FTEFac FT FTEFac PT Total FTEFac FT and PT % PT/FTEFac Total FTEFac OL Summary - Narrative Interpretation (source: Faculty/Dir/Coord/Dean) Page 59 of 113

60 PROGRAM/SERVICE ACHIEVEMENTS Program/Discipline/Service Accomplishments (source: Faculty/Dir/Coord - from AUR) Student Success Data -Program/Service (source: Office of Institutional Research) Summary - Narrative Interpretation (source: Faculty/Dir./Coordinator/Dean) CHALLENGES/OBJECTIVES/GOALS Program/Service Challenges: (source: Faculty/Dir/Coord/Dean - from EOY) Program/Service Objectives/Goals for next year (source: Faculty/Dir/Coord/Dean - from EOY) Page 60 of 113

61 Administrative Program Services Annual Review Update Form Support Program: By: Date: 1. Progress Report. Review previous year s institutional review. Describe the progress made on any recommendations or areas of need identified in your previous year s review. Specifically, describe progress made toward current department goals and objectives, and learning outcomes. 2. Provide effective data sources to evaluate this department. Insert qualitative and quantitative data elements that can be used to evaluate this department what information do you typically use to document your success and justify expanding your department or budget. 3. Program assessment. Assess needs of your department such as changes in staffing, equipment, training, software/technology and facility needs. 4. List accomplishments department has made in the last year. 5. List the department s current goals and objectives. (2 3 measurable goals that are congruent with College of the Desert s Strategic Master Planning Goals. This report prepared by: Name (print & initial) This report submitted to: Name (print & initial) Date Date FEEDBACK & SUGGESTIONS TO THE COLLEGE PLANNING COUNCIL FOR NEXT REVIEW: Page 61 of 113

62 XI. Appendix G ANNUAL PLAN PROGRESS REPORT FORM ANNUAL PLAN PROGRESS REPORT FORM Strategic Planning Annual Plan Progress Report Academic Year: Office/ Program: Completed by: Goal: Primary Person & Others Involved: Objective: Assigned Groups: Action Plan: Assessment Process: Estimated Cost: One Time Funding Source: Ongoing Time Line: November, 20 February, 20 May, 20 SEE REVERSE SIDE FOR INSTRUCTIONS Page 62 of 113

63 Strategic Planning - Annual Plan Progress Report Instructions: The Annual Plan Progress Report Form is to be completed in November, February and May of any given academic year to encourage and to document progress on the action plans established by programs, units, and areas. A separate Progress Report Form must be completed for each action plan listed on the program/unit/area s Planning Form. Vice Presidents must also use the Progress Report Form to track the progress of action plans associated with institutional goals that have been assigned to their area On the first line, list the name of your program/unit/area and your name. 2. List the goal, objective and action plan to which this Progress Report pertains. 3. The Primary Person & Others Involved and the Assigned Groups refer to the people/departments that were listed on the Planning Form as being responsible for this action item. 4. In the Assessment Process box, list the actions that will be taken to measure the success and/or accomplishment of this action item. 5. In the Estimated Cost box, list the total of the One Time and Ongoing costs of implementing this action plan so far. 6. Funding Source - list the source of the expenses, whether they be general fund, categorical, or grant, etc. 7. Timeline - is the estimated schedule going forward until this action item is complete. 8. In the appropriately dated box (November, February or May), enter one of three responses: In Progress, Not Started, or Completed and answer the following questions as related to your response: 8A. If this action plan is In Progress, answer the following questions: 1. What is your action plan for this strategy? a. Who is working on it? b. What tasks are you going to complete? c. What are your timelines? d. What progress have you made to date? What tasks have you completed? 2. Is your work integrated with others responsible for this strategy? How? a. How will you determine if the tasks you complete make an impact? (How will you measure success, i.e. Success Factors?) b. Have you experienced barriers that have impacted work on this strategy? Note: If previous progress report includes your work plan, provide an update on progress made to date. (put here the questions already prepared - called Template 1 ) 8B. If this action plan has Not Started, answer these following questions: 1. When will you begin working on this goal/objective/action plan? 2. Are there any barriers that have prevented work from beginning? 8C. If this action plan is Completed, answer these following questions: 1. What progress was made during the reporting period? 2. What is the outcome of your work on this strategy? What has been the impact? 3. Are you planning to continue tracking or monitoring the outcomes? If so, how? 4. Did you experience any barriers that impacted your work on this strategy? If so, what were they? 5. Is this objective Completed or Continuous Process? 9. Please describe effective processes, approaches, or tactics employed to accomplish this action plan that you believe may help individuals working on other goals/objectives/action plans. Page 63 of 113

64 XII. Appendix H 5-yr Program Review - Academic Academic Program Review Name of Program (Academic Year) Program Description: Briefly describe your program and the primary student populations served. Include size and history if appropriate. Program Student Learning Outcomes: List the major outcomes your program expects to achieve and how you will measure their achievement. Prepared for Desert Community College District by: List all members of the Program Faculty and self-study team. Page 64 of 113

65 SECTION I MISSION 1. To which of the following District missions does this program contribute? 1.1 Certificate 1.2 AA / AS Degree 1.3 Transfer 1.4 General Education 1.5 Vocational Preparation 1.6 Preparation for Other Programs 1.7 Adult Basic Education 1.8 Non Credit 1.9 Student Development 1.10 Diversity 1.11 Other Yes No 2. To which of the following District core curriculum competencies does this program contribute? 2.1 Reading Description Yes No 2.2 Writing 2.3 Computation Page 65 of 113

66 2.4 Interpersonal Skills 2.5 Critical Thinking 2.6 Analytical Thinking 2.7 Problem Solving 2.8 Technology Competency 2.9 Information Competency 2.10 Other A. Program Accomplishments We re Great! B. Program Challenges We Have No Faculty! C. Program Objectives 2.5 We need to focus on critical thinking as a core curriculum competency. Page 66 of 113

67 SECTION II NEED 1. How has the need for this program been established? Reference Description Applicable? (Appendix) 1.1 Advisory Committee O 1.2 Labor Market Data X 1.3 Regional / State Agreements / Contracts CC 1.4 Enrollment T 1.5 Articulation I 1.6 Transfer Requirements I 1.7 Community Demand / Access DD 1.8 General Education Requirements J 1.9 College Prep Requirements H 1.10 Other 2. Current Status of the Program: 2.1 Need for this Program is: Increasing Decreasing Stable Description Ref. (App.) 2.2 Enrollments are: P Increasing Decreasing Page 67 of 113

68 Stable 2.3 FTES is: S Increasing Decreasing Stable 2.4 Precollegiate Basic Skills courses: Fill quickly and more are needed Fill quickly but enough are being offered Fill Remain Open Not applicable to this program 2.5 Entry level collegiate courses: Fill quickly and more are needed Fill quickly but enough are being offered Fill Remain Open Not applicable to this program Page 68 of 113

69 2.6 Second level collegiate courses: Fill quickly and more are needed Fill quickly but enough are being offered Fill Remain Open Not applicable to this program A. Program Accomplishments We re Great! B. Program Challenges We Have No Faculty! C. Program Objectives 2.1 Use marketing strategy to increase enrollments. Page 69 of 113

70 SECTION III ATTRIBUTES 1. Faculty Section Description Yes No Ref. (App.) 1.1 Full time faculty are qualified for subjects being taught. A 1.2 Adjunct faculty are qualified for subjects being taught. 1.3 Full time faculty required to teach overload? 1.4 Faculty meet committee requirements? 1.5 Faculty actively involved in Academic Senate? 1.6 Faculty participate in faculty development/ conferences? 1.7 Full time faculty (FTF) / FTEF Ratio: 1.8 Above District average 1.9 At District Average ( 34%?) 1.10 Below District Average A B C C D B 1.11 FTES/ FTE Ratio: 1.12 Above District Average E/F 1.13 At District Average ( 15.2) 1.14 Below District Average A. Program Accomplishments B. Program Challenges C. Program Objectives 2. Course Section Page 70 of 113

71 Description Yes No Ref. (App.) 2.1 Course outlines updated as required? G 2.2 Course outlines include SLO s? 2.3 Course Syllabi consistent within program? 2.4 Unit values appropriate? 2.5 Lecture/lab appropriate? 2.6 Prerequisites consistent with transfer requirements? 2.7 Articulation agreements complete and appropriate? 2.8 Prerequisites validated? 2.9 General education designation appropriate? 2.10 Methods of delivery meet the needs of all populations? G/K L G G G I H J M D. Program Accomplishments E. Program Challenges F. Program Objectives 3. Program Section Description Yes No Ref. (App.) 3.1 Program allows college level prepared students to complete degree in 2 years? N 3.2 Program allows college level prepared students to complete certificate in 1 year? 3.3 Courses are offered to allow students to complete degree in 2 years? 3.4 Courses are offered to allow students to complete certificate in 1 year? 3.5 Program supports State and District emphasis on critical thinking? 3.6 Program supports State and District emphasis on problem solving? 3.7 Program supports State and District emphasis on written expression? 3.8 Courses meet Advisory Committee suggestions? N N/M N/M K/L K/L K/L O Page 71 of 113

72 3.9 Program provides support for other programs? 3.10 Program Student Learning Outcomes completed? H G. Program Accomplishments H. Program Challenges I. Program Objectives 4. Students Section Description Above Dist. Avg. Below Dist. Avg. Ref. (App.) 4.1 Student Success Rate T J. Program Accomplishments K. Program Challenges L. Program Objectives Page 72 of 113

73 SECTION IV STUDENT LEARNING OUTCOMES and ASSESSMENT Description Yes No Ref. (App.) 1.1 Course SLOs are complete for all courses G 1.2 Course rubric complete for all courses 1.3 Course assessments are in progress based on established schedule G 1.4 Course SLOs are aligned with PROGRAM SLOs 1.5 Improvements have been implemented A. Program Accomplishments We re all done! B. Program Challenges We need to work on assessment for each course. D. Program Objectives Page 73 of 113

74 SECTION V COMPLIANCE Description Yes No N/A Ref (App.) 1.1 Program meets Federal agency requirements 1.2 Program meets State agency requirements 1.3 Course outlines meet Title V Standards 1.4 Program course outlines meet State and District requirements 1.5 Program meets accreditation requirements (SLO s) 1.6 Prerequisites and Co-requisites meet State and District standards 1.7 Prerequisites have been validated 1.8 Advisory Committee meetings are held regularly A. Program Accomplishments We re Great! B. Program Challenges We Have No Faculty! C. Program Objectives Let s Get Better! Page 74 of 113

75 SECTION VI RESOURCES 1. Faculty and Staff Description Sufficient? Yes No N/A Ref (App.) 1.1 Number of Full time faculty 1.2 Number of Adjunct faculty 1.3 Number of Full time classified staff 1.4 Number of Part time classified staff 1.5 Number of Administrators A. Program Accomplishments We re Great! B. Program Challenges We Have No Faculty! C. Program Objectives Let s Get Better! 2. Facilities Description Sufficient? Yes No N/A Ref (App.) 2.1 Classrooms Page 75 of 113

76 2.2 Labs (all types) * Computer * * * D. Program Accomplishments We re Great! E. Program Challenges We Have No Faculty! F. Program Objectives Let s Get Better! 3. Equipment Description Sufficient? Yes No N/A Ref (App.) 3.1 Classroom equipment 3.2 Lab equipment 3.3 Office equipment Page 76 of 113

77 G. Program Accomplishments We re Great! H. Program Challenges We Have No Faculty! I. Program Objectives Let s Get Better! 4. Services Description Sufficient? Yes No N/A Ref (App.) 4.1 Library resources and services 4.2 Counseling resources and services 4.3 Advising resources and services 4.4 Evening programs and services 4.5 Off campus programs and services 4.6 Online services J. Program Accomplishments We re Great! K. Program Challenges We Have No Faculty! Page 77 of 113

78 L. Program Objectives Let s Get Better! 5. Other Description Sufficient? Yes No N/A Ref (App.) M. Program Accomplishments We re Great! N. Program Challenges We Have No Faculty! O. Program Objectives Let s Get Better! Page 78 of 113

79 SECTION VII Program/Unit/Division Objectives (Five Year Outlook) Unit Name: Section and Number Objective Name Objective-What will be achieved? Justification/rationale (Use/Cite program review evidence) I 2.5 Critical Thinking C.C.C Improve core curriculum competency for critical thinking Faculty has determined that there is a deficit in this area of the program. Page 79 of 113

80 SECTION VIII Program Review Appendix Index Appendix Description Provided by: Reviewed by: Included A Faculty with qualifications HR Faculty B Percentage of full time / adjunct Dean Faculty C Faculty Committee assignments and participation Dean Faculty D Faculty Conference and Faculty Development Faculty Faculty E Courses not offered in 2 years Research Faculty F Course codes, descriptions, units, lecture/lab,date, Curriculum Faculty G Student Learning Outcomes and Assessment Outcomes & Assessment Committee (OAC) Faculty H Course prerequisites and co-requisites Curriculum Faculty I Course articulation agreements Articulation Faculty J Course degree status and general ed Curriculum Faculty K Sample Course Outlines Faculty Committee L Sample Course Syllabi Faculty/Dean Committee Academic Year schedule showing: M sections offered day/ evening / virtual PDC / EVC/ Other locations Dean/Faculty Committee N Sequence of Courses in Program Catalog Faculty O Advisory Committee Minutes Faculty Faculty P Enrollments by course ( 3-5 years) and trends analysis Research Page 80 of 113

81 Q R Completers by course ( 3-5 years) and percent Grade Distribution by Course ( 3-5 years) Research Research S FTES by course ( 3-5 years) Research T Enrollment by section Research U FTES summary and analysis for Fall 2005 Research V Degrees / Certificates awarded Research W Labor Market Data Research/Faculty Faculty X Classrooms and usage ISA Y Equipment ISA/IS Z Library Resources Library Page 81 of 113

82 XIII. - Student Affairs 5-Year Program Review (Name of Program/Service) (Academic Year) Prepared for the Desert Community College District by (Preparer Name, Title, Semester, Year) Page 82 of 113

83 SECTION I MISSION & ATTRIBUTES 1.1 Program/Service Description (source: Faculty/Dir/Coord/Dean- from AUR) Include Description/Mission Statement/Number of Years at COD/Benefits/Contact) Description: Mission Statement: Number of Years at COD: Participants in the program/service receive the following benefits: Contact Person/Title: Dean: Phone: Page 83 of 113

84 1.2 Population Served (source: Faculty/Dir/Coord/Dean - from AUR) Include Number/Eligibility (complete applicable items) FTES Generated: Number of Students Served: Number of Student Development Courses: Students Enrolled in STDV Courses: Total Student Contacts: Student Eligibility: 1.3 Program/Service Requirements from outside agencies (source Faculty/Dir/Coord- from AUR) 1.4 Program/Service Outcomes (source: Faculty/Dir/Coord/Dean from AUR & Curriculum Sp.) OVERARCHING PROGRAM LEVEL OUTCOMES STUDENT SUPPORT SERVICES 4. Personal Development and Responsibility Students utilizing this program/service will demonstrate an ability to: 1.1 Display habits of intellectual exploration, personal responsibility, and physical well being. 1.2 Develop individual responsibility, personal integrity, and respect for diverse people and cultures. 1.3 Value and accept people with different cultural and linguistic backgrounds and abilities. 1.4 Understand ethical issues to make sound judgments and decisions. 5. Self-Awareness, Self-Understanding, and Self-Advocacy Students utilizing this program/service will demonstrate an ability to: 2.1 Evaluate their own knowledge, skills, and abilities Display three components of an effective self-advocate: self knowledge. define their own needs. the ability to get what they need. 2.2 Develop realistic goals. 2.3 Appreciate the value of feedback. 2.4 Adapt to challenging situations. 2.5 Recognize that knowledge is the key to self-advocacy. 2.6 Teach the people around them. Page 84 of 113

85 6. Self-Sufficiency and Independent Learning Students utilizing this program/service will demonstrate an ability to: 3.1 Identify and utilize services, programs, and resources to become life-long learners including, but not limited to: Study/Learning Labs Supplemental Instruction Computer-aided tutorials/instruction Learning Communities Student Development Courses Tutorial Assistance Counseling Services Special Programs for Student Success Admissions and Records Business Services Financial Aid Scholarship information Career/Transfer Center Resources PROGRAM/SERVICE SPECIFIC OUTCOMES (Name of Program /Service) STUDENT LEARNING OUTCOMES/STUDENT SERVICE OUTCOMES Page 85 of 113

86 1.5 To which of the following District missions does this Program/Service contribute? Please mark appropriate box Category Yes No Certificate AA / AS Degree Transfer (STDV 12) General Education (STDV 12) Vocational Preparation Preparation for Other Programs Adult Basic Education Non Credit Student Development Diversity Academic Support Financial Support Personal/Motivational Support Other 1.6 To which of the following District core curriculum competencies does this Program/Service contribute? Please mark appropriate box Description Yes No Reading Writing Computation Interpersonal Skills Critical Thinking Analytical Thinking Problem Solving Technology Competency Information Competency Other: Page 86 of 113

87 SECTION II COST EFFECTIVENESS/RESOURCES/STAFFING 2.1 Staffing for Programs/Service: Include Funding Budget Level/Current Staffing Level Summary - Narrative Interpretation (source: Faculty/Dir/Coord/Dean) 2.2 Budget and Expenditures - <Insert Galaxy Spread Sheet Here> Page 87 of 113

88 2.3.1 Organization Chart <Insert Organizational Chart Here> Page 88 of 113

89 2.3.2 Position FTE Funding Stream Funding Stream % College Funded Description Sufficient? Yes No Number of Full time faculty Number of Adjunct faculty Number of Full time classified staff Number of Part time classified staff Number of Administrators N/A 2.4 Facilities (source: Faculty/ Dir/Coord/Dean) 1) List of all facilities (Please indicate if any of these were added last year): 2) Assessment of adequacy of current facilities: 2.5 Equipment and Supplies (source: Faculty/ Dir/Coord/Dean) 2.6 Summary - Narrative Interpretation (source: Faculty/Dir/Coord/Dean) Staffing for Program/Service Funding/Budget: Page 89 of 113

90 SECTION III COURSE INFORMATION To be completed only if program/service has an academic component (If not applicable, please proceed to Section IV) Please mark appropriate box 3.1 Description Faculty Yes No N/A Ref. (attach in Section V) Full time faculty are qualified for subjects being taught Adjunct faculty are qualified for subjects being taught Full time faculty required to teach overload? Faculty meet committee requirements? Faculty actively involved in Academic Senate? Faculty participate in faculty development/ conferences? Full time faculty (FTF) / FTEF Ratio: Above District average At District Average Below District Average FTES/ FTE Ratio: Above District Average At District Average ( 15.2) Below District Average Please mark appropriate box 3.2 Description Faculty Yes No N/A Ref. (attach in Section V) Course outlines updated as required? Course outlines include SLO s? Course Syllabi consistent within program? Unit values appropriate? Lecture/lab appropriate? Prerequisites consistent with transfer requirements? Articulation agreements complete and appropriate? Prerequisites validated? General education designation appropriate? Methods of delivery meet the needs of all populations? 3.3 Course Level Assessment Completed (source: Faculty & OAC Coordinator) (See Appendix G) Complete if applicable CYCLE I Page 90 of 113

91 ASSESSMENT ANALYZE, REPORT & DISCUSS COORDINATE and IMPLEMENT CHANGES COMMENTS 3.4 Changes Implemented as a Result of the Assessments (source: Faculty/Dir/Coord/Dean 3.5 Student Success Data - Courses (source: Office of Institutional Research) Subject = Year 4 Year 3 Year 2 Year 1 Student Success Rates: Retention Rate: Note: Retention is the percentage of students who remain in the course after the census date until the end of the term. Success rate is the percentage of students who earned a grade of A, B, C, or Cr in the class. <Insert FTES Data Here> <Insert Course Section Data Here> Page 91 of 113

92 3.6 Current Status of the Program/Service: Description Need for this Program/Service is: Increasing Decreasing Stable Enrollments are: Increasing Decreasing Stable FTES is: Increasing Decreasing Stable Precollegiate Basic Skills courses: Fill quickly and more are needed Fill quickly but enough are being offered Fill Remain Open Not applicable to this program Other: Entry level collegiate courses: Fill quickly and more are needed Fill quickly but enough are being offered Fill Remain Open Not applicable to this program Other: 3.7 Narrative Interpretation (source: Faculty) 3.8 Staffing for courses (source: Office of Institutional Research) Page 92 of 113

93 Year 5 Year 4 Year 3 Year 2 Year 1 # FT Undup # ADJ Undup Tot units FT Tot units ADJ FT - FTEF ADJ - FTEF Total FTEF %ADJ of FTEF ADJ - FTEF Total FTEF %ADJ of FTEF 3.9 Summary - Narrative Interpretation (source: Faculty/Dir/Coord/Dean) Page 93 of 113

94 SECTION IV OVERVIEW & SUMMARY ACHIEVEMENTS/CHALLENGES/OBJECTIVES/GOALS 4.1 Program/Service /Achievements/Accomplishments (source: Faculty/Dir/Coord - from AUR) Page 94 of 113

95 4.1 a. Student Success Data -Program/Service (source: Office of Institutional Research) Student Success Data -Program/Service (source: Office of Institutional Research) Summary - Narrative Interpretation (source: Faculty/Dir./Coordinator/Dean) 4.2 Program/Service Challenges: (source: Faculty/Dir/Coord/Dean - from EOY) 4.3 Program/Service Objectives/Goals for next year (source: Faculty/Dir/Coord/Dean - from EOY) Page 95 of 113

96 SECTION V References/Appendix Index Appendix Description Provided by: Reviewed by: Include if applicable A Faculty with qualifications HR Faculty B Percentage of full time/adjunct Dean Faculty C Faculty Committee assignments and participation Dean Faculty D Faculty Conference and Faculty Development Faculty Faculty E Courses not offered in 2 years Research Faculty F Course codes, descriptions, units, lecture/lab, date Curriculum Faculty G Student Learning Outcomes and Assessment Outcomes & Assessment Committee (OAC) Faculty H Course prerequisites and co-requisites Curriculum Faculty I Course articulation agreements Articulation Faculty J Course degree status and General Ed Curriculum Faculty K Sample Course Outlines Faculty Committee L Sample Course Syllabi Faculty/Dean Committee M Academic Year schedule showing: sections offered day/ evening / virtual PDC / EVC/ Other locations Dean/ Faculty Committee N Sequence of Courses in Program Catalog Faculty O Advisory Committee Minutes Faculty Faculty Page 96 of 113

97 P Q Enrollments by course ( 3-5 years) and trends analysis Completers by course ( 3-5 years) and percent Research Research R Grade Distribution by Course ( 3-5 years) Research S FTES by course ( 3-5 years) Research T Enrollment by section Research U FTES summary and analysis Research V Degrees / Certificates awarded Research W Labor Market Data Research/ Faculty Faculty X Classrooms and usage ISA Y Equipment ISA/IS Z Library Resources Library Page 97 of 113

98 ACADEMIC PROGRAM REVIEW (ANNUAL) UPDATE FORM Program Review Summary Program Description: [College catalog] Changes Implemented as a Result of the Assessments: [faculty utilizing OASR form] Students Served: [faculty] Program Accomplishments: [faculty] Discipline/Program Learning Outcomes: [Curriculum Specialist] Program Challenges: [faculty working with dean] Course Level Assessments Completed: [faculty & OAC coordinator](see Appendix G of Academic PR) Program Requirements from outside agencies, industry advisory groups, etc: [faculty working with dean] Page 98 of 113

99 Student Success Data: [put in chart form] [Research Office] Note: Retention is the percentage of students who remain in the course after the census date until the end of the term. Success rate is the percentage of students who earned a grade of A, B, C, or P in the class Program Enrollments and Growth: [Research Office] [Narrative/discussion: faculty] [Narrative/interpretation: faculty] RESOURCES: Staffing: [Research Office] Page 99 of 113

100 XIV. - COLLEGE OF THE DESERT Program REVIEW ADMINISTRATIVE SUPPORT SERVICES PROGRAMs GUIDELINES February, 2007 Page 100 of 113

101 COLLEGE OF THE DESERT Program REVIEW Administrative SUPPORT SERVICES PROGRAMs GUIDELINES FORM Program Review is defined by the Accrediting Commission for Community and Junior Colleges as an ongoing process by which the institution evaluates and assesses the effectiveness of its programs and services for students. At the department level/unit, there are two important reasons why program review is valuable: Program Review allows you to assess and evaluate your program/unit/area for your own information and purposes. This is an opportunity to develop measurable goals (quantitative) and identify your department s strengths and weaknesses (qualitative) and describe how they affect the success of the institution. For example, perhaps your program/unit/area has lost personnel due to retirement or prior year s budget changes. Is that affecting your service capacity? Perhaps your organizational goals or products have changed over the last few years. Do you need to revise employee expertise or training, software, equipment, etc. to keep up with the changes? Program review is a systematic approach to making these departmental/unit conversations take place on a regular basis. Program Review is also one pathway by which the needs and changes in your program/unit/area can be tied to the planning and resource allocations of the college. Your Vice President will formulate a summary that will go to President s Cabinet and on to the College Planning Council. Step 1 Establish your review team. The program/unit/area establishes a self-study committee to 1) design how the review will be carried out and 2) assist in guiding the respective program/unit/area toward its mission and goals as well as meeting college mission and goals. Program Review is most effective when all staff are involved at some level because of the expertise and point of view of each person. Remember you need to identify both quantitative and qualitative goals. Some committees include one or more students for their unique perspective. We strongly encourage program/unit/area - wide participation. Step 2 Carry out your review. Some program/unit/area may wish to send out questionnaires to all department employees or clients addressing each point in the review. Find the best way for your program/unit/area to have meaningful dialogue. Step 3 Complete Program Review. Attached are the forms for 1) Five Year Program Review and Annual Program Review. Step 4 Submit Program Review. The Five Year Program Review is s to be on file with Institutional Research. The Annual Program Review is to be submitted along with the program/unit/area annual plans. The timeline for SSPR submittals is below. Page 101 of 113

102 Schedule for College of the Desert Administrative Support Services Program Review DATE October 1 Oct 1 Feb 7 Oct 1 Jan 1 February 15 TASK Department/Units submit SSPR to Vice President Department/Units incorporate Program Review data into unit plans Department/Units submit Action Plans and Budget to Vice President Vice President reviews, modifies if necessary, submits Plan(s) and Budget to College Planning Council Page 102 of 113

103 College of the Desert Administrative Support Services Program Review Purpose According to College of the Desert s Mission Statement, the overarching goal of all college community members is College of the Desert provides excellent educational programs and services that contribute to the success of our students and the vitality of the communities we serve. To meet this challenge, it is essential that all college units be periodically assessed. Systematic assessment serves several purposes for an organization. It enhances the college s knowledge of students, staff and community; it ensures a feedback mechanism from students and staff; it links customer service and process improvement to strategic planning and budgeting; and it increases the college s awareness of its strengths and weaknesses. College administrative and support units interact with a variety of internal and external constituents who utilize unit services and products. Support Services Program Review (SSPR) should: Ensure that all ongoing programs are consistent with the core mission of College of the Desert Ensure the excellence of all programs and ensure the ongoing availability of resources to guarantee their continued excellence Ensure that College of the Desert is not over programmed for its resources, and that the operating budget is balanced on an annual basis Ensure that all units provide resources to encourage and support creativity, innovation and institutional improvement Eliminate unnecessary duplication and redundancy Improve efficiency and effectiveness, and planning Improve and enhance services to instructional programs, students and community constituents Process There are two timelines in SSPR, one full program review every five years and one summary review every year. SSPR is required for annual planning and there must be a current SSPR on file with Institutional Research & Planning in order for the program/unit/area to receive funding through strategic planning. The five-year program review is to be completed and submitted to Institutional Research & Planning. Each respective Vice President determines the schedule for the full program review and the annual program review for his/her area. The annual program review is to be attached to the program/unit/area plan for submittal each fiscal year. Page 103 of 113

104 Administrative Support Services Program Review Due Every 5 Years Date: Program/Unit/Area: Submitted by: Criterion 1: Importance to College of the Desert (3 questions) Question 1, in 3 parts (limit to 1 page response for 1a, 1b, 1c) 1.1a What is the purpose (mission) of the program? Why does it exist? How does it accomplish the mission, goals and objectives of the College? 1.1b How has this purpose changed in recent years? 1.1c How do you expect this purpose to change in the near future? 1.2 What are the goals of the program? (Use bulleted list and limit to ½ page) 1.3 List the key functions of the program (Use bulleted list and limit to ½ page) Criterion 2: External/Internal Demand (5 questions) 2.1 Who are the key users of the program? (Use bulleted list and limit to ½ page) 2.2 How do you measure the user demand for the program? (Limit response to ½ page) 2.3 How has the user demand for the program changed in recent years? (Limit response to ½ page) 2.4 How is the user demand for the program likely to change in the near future? Why? (Limit response to ½ page) 2.5 List other departments on campus with which your program has the most continual interaction and explain briefly the nature of those interactions. (Use bulleted list and limit to ½ page) Page 104 of 113

105 Criterion 3: Quality (3 questions) 3.1 What benchmarks do you use to measure your program s quality? (Limit response to ½ page) 3.2 How does your program compare to those benchmarks? (Limit response to ½ page) 3.3 How is the quality of the program measured and by whom? (Limit response to ½ page) 3.4 What were the accomplishments of the program in the last 2 years? (Use bulleted list and limit to 1 page) Criterion 4: Cost Effectiveness (4 questions) 4.1a What benchmarks do you use to measure your program s cost effectiveness? (Limit response to ½ page) 4.1b How does your program compare to those benchmarks? (Limit response to ½ page) 4.2 List the attempts made by the program within the past 2 or 3 years to cut costs and/or operate more efficiently (Use bulleted list and limit to 1 page) 4.3 Attach an organizational chart with every employee of the program identified by title and name. Provide a 3 to 4 bulleted list of the functions carried out by each employee on the chart. 4.4 Complete Cost Effectiveness Use same Excel Spreadsheet supplied by Fiscal Services for budget submission to record detail requested below. Revenues and other Resources Generated: o o Expenses: o If the program generates revenues, such as student fees, outside contracts, grants, gifts, ticket sales, or other miscellaneous income, list each source and the $ amount received from each during the year. If grant funds or restricted dollars are partially supporting the program s operations, identify both the revenues and costs associated with the grant or restricted funds regard the grant or restricted term and the possibility of renewal upon termination. Salary dollars devoted to the program Page 105 of 113

106 List all employees of the program (both full-time and part-time; include any vacant but budgeted positions) and their salary if employee time is split between several programs, allocate salary according to % of time used by each program What is cost of temporary help, independent contractors, etc.? How many student employee hours are used by the program each year? What is the cost? o Non-personnel operating budget: Supplies; travel; printing; postage; other o Anticipated Equipment Purchases: List any equipment purchases (in excess of $1,500) that will be necessary in the next 2 to 3 years for the program Criterion 5: Opportunity Analysis (6 questions) 5.1 What functions within the program could be: o Automated? o Performed elsewhere in the College? o Consolidated? o Eliminated? 5.2 What additional revenue generation is possible by the program? (Use bulleted list and limit to ½ page) 5.3 What additional cost savings opportunities can you recommend for your program? (Use bulleted list and limit to ½ page) 5.4 What are your peers at other institutions doing the COD is not, but should? (Limit response to ½ page) 5.5 What would it take to make the program exemplary? (explain and provide a cost estimation) (Limit response to 1 page) 5.6 If you could start fresh and totally restructure the program (or your department), how would you do it? (Limit response to 1 page) Supervisor s Comments, Optional (Supplemental comments may be added by the next level administrator (dean, director, vice-president, President) (Limit to 1 page) Page 106 of 113

107 XV. Appendix K PROGRAM REVIEW SCHEDULES Admin. Support Services Program Review Schedule OFFICE OF THE PRESIDENT BUSINESS AFFAIRS STUDENT AFFAIRS 2008/ / / / /13 President's Office IS/IT Research Office PIO International Education Institutional Effectiveness Office of the Vice President Business Services (due 2013/14) Reprographics Switchboard/Shipping & Receiving Purchasing Fiscal Services (due 2013/14) Payroll Accounts Receivable Accounts Payable Benefits Administration Finance/Ledger/Budgets Facilities Services Construction/Improvements Buildings/Grounds Maintenance Transportation Security & Emergency Preparedness Human Resources Auxiliary Services Office of the Vice President Student Enrollment Services Admissions & Records Financial Aid Veteran's Services Cal Works Student Support Programs & Services Assessment Testing Career Center Page 107 of 113

108 Support Services Program Review Schedule ACADEMIC AFFAIRS 2008/ / / / /13 Counseling Center EOPS/CARE Student Life Transfer Center TRIO Programs (incl. ACES, Upward Bound) Tutoring Center Student Health & Disability Services DSPS Student Health Services Student Psychological Services Office of the Vice President Academic Skills Center CTD (PaCE effective 2010/2011) Tech Prep Education Support Services Instructional School Offices Business, Technical and Workforce Education Liberal Arts & Sciences Health Sciences, Early Childhood Education and PE/Athletics Library, Learning Resources and Distance Education INSTRUCTIONAL PROGRAM REVIEW SCHEDULE SEE NEXT PAGE Page 108 of 113

109 PROGRAM REVIEW SCHEDULE INSTRUCTIONAL PROGRAMS* SCHOOLS Business, Technical and Workforce Education Agriculture (Agri- Business/ General Agriculture/Environ Horticulture/Turfgrass Mgmt/Plant Science/ Natural Resources) Accounting Culinary Arts Hospitality Mgmt/Golf Mgmt/Culinary Arts Architecture, Buildiing Inspection Technology, & General Drafting Fire Technology Journalism/Mass Comm/RTV Administration of Justice Air Conditioning/ HVAC Digital Design & Production CIS Automotive/ATT EMT Construction Mgmt, Real Estate Development, & Applied Construction Tech Economics English/Literature Reading Speech Mathematics ESL Credit Computer Science Physical Sciences Business (Business Admin./ General Business/ Retail Mgmt.) Liberal Arts & Sciences Performing Arts (Music, Theatre Arts/Dance) Social Sciences (Anthropology, Geography, History, Philosophy, Political Science, Psychology, Social Science, Sociology) ESL Noncredit Biological Sciences ABE/HSC/GED Alcohol & Drug Studies Visual Arts Foreign Languages (FR, ITAL, SPAN) Health Sciences, Early Childhood Education and PE/Athletics Nutrition Early Childhood Education Nursing Asst. / Home Health Aide Physical Educ./Recreation Athletics Registered Nursing / Vocational Nursing Library, Learning Resources and Distance Education ASC Library STUDENT SERVICES (Instructional) DSPS STDV *March 17, 2010 Full PR presentations to Curriculum Committee/Academic Senate/College Planning Council Page 109 of 113

110 XVI. Appendix L SUMMARY INSTITUTIONAL EFFECTIVENESS PROCESS Page 110 of 113

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